• "it is often about learning to teach online rather than learning to become an online teacher" (Comas-Quinn, 2011, p. 230)
  • "excellence in web-based courses is founded on excellence in teaching" (Henry & Meadows, 2008)

  • "When she first began teaching online courses, Alice taught in what she termed an "hybrid" format, or what is now commonly referred to as blended delivery. She provided a face-to-face class once a week, and posted assignments for the students on the management system. For Alice, the process allowed her to find what works well, and what instructional practices fit her online delivery" (Nantais, Gawletz, & Terry, 2009, p. 25).

  • "In the online world content is a verb" (Henry & Meadows, 2008) means focus on engaging the learner to work with the content more than simply reading or listening.
  • "the theoretical framework of instruction must be considered when designing instruction; technology itself is not enough to make people learn" (Uzun & Senturk, 2010, p. 204)
  • "A key to successful online course delivery is the teacher. Online teaching and learning is different from the face-to-face classroom. A teacher needs to have comfort, confidence and knowledge in both online pedagogy and, of course, technology" (Nantais et al., 2009, p. 33).

  • "Excellence in online education requires multiple areas of expertise. A content expert is necessary but not even close to sufficient." (Henry & Meadows, 2008)
  • if teacher poorly understands value of tool, s/he will not promote it (Comas-Quinn, 2011, p. 228) and response will be poor (p. 227)

  • "quick turnaround time by instructor on email and assignments"... "frequent and engaged contact and individual feedback... having goals and objectives that are clearly stated ...and detailed enough to clarify..great communication skills ... regular use of student names ...being real and genuine" (Henry & Meadows, 2008 from a variety of other sources) - emphasized based on outcomes
  • "In an online course, students need to be able to find everything they need to be successful learners and how to do so easily" (Henry & Meadows, 2008), meaning a good study guide to lead student through course or a syllabus and constant feedback
  • "The blended group used the web site containing instructional videos, screen captures, assessment simulations, reading texts, self-paced learning materials, synchronous and asynchronous communication tools and various other tools from information and communication technologies" (Uzun & Senturk, 2010, p. 203)

Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers; experiences in a blended learning course. European Association for Computer Assisted Language Learning, 23(3), 218-232.
Henry, J., & Meadows, J. (2008). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal of Learning and Technology, 34(1).
Nantais, M., Gawletz, C., & Terry, M. (2009). Final report of the research inquiry into technology-based distance education delivery in Grade 9-12 schools in Southwestern Manitoba. Brandon, MB: Brandon University.
Uzun, A., & Senturk, A. (2010). Blending makes the difference: Comparison of blended and traditional instruction on students' performance and attitudes in computer literacy. Contemporary Educational Technology, 1(3), 196-207.