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Find out how often, and when, instructors are available. Online course instructors should fulfill the same roles—as teacher, leader, facilitator, lecturer, moderator, and consultant— that they assume in successful traditional courses. For instance, if reminders for assignments are helpful, ask the instructor if reminders can be sent. Online instructors are responsible for organizing and creating course activities and stimulating discussions (Schweizer, 1999). They must also manage the course, which includes facilitating conversations, posing thought-provoking questions about appropriate content, and responding to student comments. Networking Opportunities Networking with colleagues enables early childhood educators to share their success stories and glean best-practice ideas from each other. Kearsley (2005) pro-posed that “the most important role of the instructors in online classes is to ensure a high degree of interactivity and participation. This means designing and conducting learning activities that result in engagement with the subject matter and with fellow students” (p. 78). Collaborate with professionals anywhere in the world. Before signing up, find out how the course will allow for networking with other students. Ask for demographic information about typical students who take the course. By networking and collaborating with colleagues, learners gather new ideas that may extend their experiences (Wang & Gearhart, 2006). In an online learning environment, early childhood educators can collaborate and encourage new practices and techniques with professionals anywhere in the world. An engaging learning environment includes meaningful communication and discussion of real-life situations (Conrad & Donaldson, 2004). Ask the instructor what types of communication will be implemented in the course with the instructor as well as among students. Networking strategies that online instructors typically use include: Subjects & Predicates Instructors of the best online courses are available to answer questions, provide additional information, and enhance the learning experience for all participants. Online course instructors should fulfill the same roles— as teacher, leader, facilitator, lecturer, moderator, and consultant—that they assume in successful traditional courses. • online icebreakers, • peer partnerships, • team activities, • reflective activities, • authentic learning opportunities, and • games and simulations (Conrad & Donaldson, 2004). * * * Online learners are people who, because of time, place, or other factors, choose to pursue their professional development through the Internet. Early childhood educators 16 Volume 38, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2010
who chose online professional development must be internally motivated to have a successful learning experience. Just as the instructor must take responsibility for learning about the students in the class, learners in the online environment must assume ownership for their learning experiences (Macfarlane & Smaldino, 1997). Professional development learning opportunities are expanding rapidly across the country. The number of children in child care, the advocacy for continuing education by professional organizations and governmental agencies, and the demand for early childhood expertise will continue to grow. Access to technology has made professional development much easier to access and more costeffective for early childhood educators. By knowing what to expect ahead of time, early childhood educators can make better choices about their professional development. References Ackerman, D.J. (2004). States efforts in improving the qualifications of early care and education teachers. Educational Policy, 18(2), 311-337. Bailey, S., & Osborne, S. (1994). Provider perspectives on the content and delivery of training for family day care. Child and Youth Care Forum, 23(5), 329-338. Bates, T. (2005). Technology, e-learning and distance education (2nd ed.). New York: Routledge. Conrad, R.M., & Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass. Donohue, C., Fox, S., & Torrence, D. (2007). Early childhood educators as eLearners: Engaging approaches to teaching and learning online. Young Children, 62(1), 34-40. Herring, M.C., & Smaldino, S.E. (2005). Planning for interactive distance education: A handbook. Bloomington, IN: Association for Educational Communications and Technology. Hyatt, S. (1992). Developing and managing a multi-modal distance learning program in the two-year college. (ERIC Document Reproduction Service No. ED349068). Kearsley, G. (2005). Online learning: Personal reflections on the transformation of education. Englewood Cliffs, NJ: Educational Technology Publications. Macfarlane, C., & Smaldino, S. (1997). The electronic classroom at a distance. In R. Rittenhourse & D. Spillers (Eds.), Modernizing the curriculum: The electronic classroom (pp. 171-195). Springfield, MO: Charles Thomas. Moore, M.G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Thomson/Wadsworth. National Association for Child Care Resource and Referral Agencies. (2006). Public Policy at NACCRRA. Retrieved on October 1, 2006, from http://www.naccrra.org/policy/ index.php National Association for the Education of Young Children. (2005). NAEYC annual report: September 1, 2004-August 31, 2005. Retrieved July 22, 2006, from http://www.naeyc.org/about/ Olsen, H. (2007). Considerations for delivery of online professional development courses for child care professionals. Unpublished dissertation. University of Northern Iowa. Rowland, C., Rule, S., & Decker, D. (1996). The promise and practical application of technology to prepare early intervention personnel. Infants and Young Children, 12(12), 225-238. Schweizer, H. (1999). Designing and teaching an on-line course: Spinning your web classroom. Boston: Allyn & Bacon. Shea-Schultz, H., & Fogarty, J. (2002). Online learning today: Strategies that work. San Francisco, CA: Berrett-Koehler. Smith, L. (2006).Vision in action: NAC- CRRA’s 2006 institute for professional development. Paper presented at the National Association for Childcare Resource and Referral 2006 Conference. Retrieved September 10, 2006, from http://www.naccrra.org/conferences/program.php?Page=3 Southern Early Childhood Association. (2008). Supporting learning with technology in the early childhood classroom. A position statement of the Southern Early Childhood Association. Retrieved April 17, 2008, from http://www.southernearlychildhood.org/ policy_position.php Wang, H., & Gearhart, D.L. (2006). Designing and developing web-based instruction. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Thank You, Reviewers! SECA expresses its appreciation to these content experts who reveiwed the articles that appear in this issue of Dimensions of Early Childhood. • Nancy Alexander • Nancy Cheshire • Cheryl D. Coffman • E. Anne Eddowes • Jaesook Lee Gilbert • Stephen Graves • Herman Knopf • Ann Levy • Nancy Mundorf • Stacey Neuharth-Pritchett • Yanhui Pang • Boyoung Park • Tamara Sewell • Syretha Storey • Reginald Williams Early childhood professionals who are interested in becoming SECA volunteer manuscript reviewers are encouraged to complete the Reviewer Application at SouthernEarlyChildhood.org. Winter 2010 DIMENSIONS OF EARLY CHILDHOOD Volume 38, Number 1 17
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