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Through the Internet, child care professionals have opportunities to collaborate with diverse colleagues, teachers, and scholars. The online learning environment offers early childhood educators an opportunity to create a community where they can share ideas and exchange information (Donohue, Fox, & Torrence, 2007). Imagine how thought-provoking online conversations can be with early childhood educators from other states, regions, or countries! At the same time, some learners in the online environment feel more comfortable sharing ideas or challenging the instructor’s or other students’ thoughts because of the relative anonymity of the class. How to Select Online Learning As with all professional development opportunities, early childhood educators are urged to carefully choose the professional development courses that best meet their needs and state or program requirements. First, people considering online learning are urged to assess their own cognitive and psychological readiness before they enroll in an online class. It is not easy to be an online learner. Participants must be self-disciplined and active learners to succeed in the online learning environment. These are a few characteristics of successful online learners: • have a high commitment and drive, • are willing to communicate, and • are engaged in their learning (Donohue, Fox, & Torrence, 2007; Herring & Smaldino, 2005; Moore & Kearsley, 2005). Educators who feel that they are suited to online learning must then determine that the online courses are being offered by a reputable, reliable organization or agency. Early childhood educators are advised only to take courses that offer a certificate or diploma recognized by a professional association. For example, many state child care agencies endorse specific professional development programs. Online courses should follow these state requirements. Disciplined, active learners can succeed in online learning. Early childhood educators are encouraged to ask other colleagues, professional associations, or resource and referral agencies about the quality of online courses they are considering. The content of any course should • be research based, • recommend best practices, • provide up-to-date information, and • fit educators’ needs and interests. For instance, a teacher of toddlers who wants to learn more about early math and science explorations would review the online course syllabus to determine whether or not the content is age appropriate for toddlers. Choosing to Become an Online Learner The big question most early childhood educators face is “Are online courses the best choice for me?” A recent study (Olsen, 2007) looked at factors to consider before enrolling in an online course. Early childhood educators who had online course experience identified four factors that are essential: • access to personal computer with Internet capabilities, • course quality, • accessibility of the instructor, and • networking opportunities. Based on these findings, Table 1 lists questions to ask oneself when considering enrolling in an online professional development program. Personal Computer With Internet Capabilities Online professional development is only possible with access to a computer that has Internet capabilities. Local libraries and some early childhood programs may have the necessary equipment and connections for those who do not have personal Photo courtesy of the authors Any online professional development course must be relevant to the learner’s career goals and professional requirements. Course content should be directly linked to current, high-quality early childhood programs and state requirements. 14 Volume 38, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2010
Table 1. Questions to ask oneself about whether online professional development is a good fit Factors Related to Success Questions to Ask Computer Capabilities & Internet Attitudes Course Quality Accessible Instructor Networking Opportunities 1. Do I feel comfortable using a computer and the Internet? 2. Do I feel comfortable downloading a program? 3. Does the instructor inform learners about the software needed and what happens if the network is down? 4. Am I an active learner? 5. Am I self-disciplined enough to read and turn in assignments on time? 6. Does the course provide college credit, certificates of completion, CEUs, or other credit that applies to my state or program requirements? 7. Does the instructor communicate learning objectives for the course? 8. Am I willing to ask if the instructor is available to answer questions? What the answers mean 9. Is it easy for me to contact the instructor with questions? 10. Will the instructor answer my questions? 11. Am I willing to ask the instructor if the course requires networking opportunities? 12. Am I willing to listen, think about, and learn from what my colleagues write? 13. Does the instructor create a safe environment for us to communicate? Yes/No • Yes answers to 11 or more of these questions indicate that online learning is likely to be a suitable choice. • Yes answers to 8 to 10 questions indicate that personal preparation may be required before enrolling or extra effort may be required to participate. Another type of program may be a better match. • Yes answers to 5 to 7 questions indicate that additional skills are needed before online learning could be a successful experience. • Yes answers to fewer than 5 of these questions reveal that a traditional classroom is probably a better choice. computers. Find out what options are available. Potential online learners also need to know what types of software (computer programs) are needed to access the course. Well-prepared instructors have guidelines and handouts that explain types of software or programs to install on the computer. Many software programs have Web sites for further information. Technical problems frustrate learners, so find out what to do if there are issues with the equipment or connections. Write down on paper how to communicate with the instructor if the computer or network is down. If an instructor cannot answer technical questions, consider investigating another course or find an additional outside resource. Course Quality Any online professional development course must be relevant to the learner’s career goals and professional requirements. Course content should be directly linked to the professional knowledge base about current, highquality early childhood programs and state requirements. Check out how each online course is organized. Is it clear what the course has to offer? Learning objectives should be clearly written. Prospective learners deserve to know how the course will be organized and how information will be delivered. Know exactly what is expected before the course begins (Shea-Schultz & Fogarty, 2002). Accessible Instructors The best instructors are available to answer questions, provide additional information, and enhance the learning experience for all participants. Winter 2010 DIMENSIONS OF EARLY CHILDHOOD Volume 38, Number 1 15
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