Guidelines for Online Faculty - Reflection Online instruction, according to Yang and Cornelius (2005), is an innovative method for providing classroom instruction to a remote audience, using the Web as a medium. Online education has the following features: (a) provides a learning experience different than in the traditional classroom because learners are different, (b) the communication is via computer and World Wide Web, (c) participation in classroom by learners are different, (d) the social dynamic of the learning environment is changed, and (e) discrimination and prejudice is minimized. Dunlap (n.d.) said educators that design and deliver online courses must make connections with their learners as they would in their on-campus courses. They have to provide true opportunities for stimulating and significant learning, rather than a sterile experience of clicking within a web of links. Teaching online is a different animal than teaching in a traditional face-to-face classroom (Anonymous, 2009). Being good at one does not necessarily mean being good at the other. So if you are moving from the face-to-face classroom to the online classroom, you must first realize that your approach to instruction will be different. Preparing the guideline for online faculty was a harder task than I anticipated. Since it is frustrating enough taking on a new job that is totally different than what you are accustomed to, my main goal in designing the guide was to make sure that it was informative and easy to read. Even though faculty will be well-educated, complicated instructions and guidelines can make the entire process discouraging. I decided to prepare a PowerPoint with good practices for new faculty members. Using a PowerPoint presentation puts all information in one place and can be stored on the desktop of a computer for easy access. The person using that particular file can add additional information as they see fit. The Seven Principles for Good Practice have been used by many colleges, universities and organizations in preparing guides for their faculty and staff. According to Warmoth (2011), the principles are based on decades of data collection and experience with online courses and degree programs. The principles used in the guide will provide a staff member with what is necessary to have an effective and successful online class. The first principle encourages student –faculty contact. It is important that the instructor and student have frequent contact (Warmoth, 2011). This encourages motivation and involvement by the student. The instructor sets the tone for how the course goes at the beginning of the course. Communicating with students and encouraging them to communicate with each other is how the community is established. If the learning community is positive and everyone feels they can ask questions without embarrassment, student will be more likely to continue and do their best in the course. The second principle encourages cooperation among students (Warmoth, 2011). Learning is boosted with a team effort. Good learning is collaborative and social, not competitive and isolated. Students working together can increase involvement in learning and can promote critical thinking and understanding. The third principle encourages active learning (Warmoth, 2011). Learning is not a spectator sport. Students do not absorb much by sitting in classes listening to teachers, remembering pre-packaged coursework, and spitting out answers. Instead, students need to talk and write about what they learn, relate it to past experiences, and apply it to their daily lives. They have to make it personal and part of their life experiences. The fourth principle gives prompt feedback (Warmoth, 2011). Students need appropriate and timely feedback on their performance to benefit from the class. Instructors have to assess existing knowledge and competencies. The students have to receive continuous