Survival 101: Quick Tips for the Novice Online Math Instructor Free

The moment that I had asked for, but secretly feared, had finally arrived. There was no turning back so I had to face it head-on. It was time to teach my first online college algebra class. Many thoughts kept running through my mind. Which learning management system (LMS) would work best for demonstrating math problems? How would I encourage my students to engage in meaningful discussions? Without reading their faces, how would I know when they were struggling with a concept? Would I have the support and training needed to provide effective math learning online? Although I had a lot to learn, I was ready to experience teaching in a new light and to expand my course beyond the four walls of my classroom.

Since teaching my first online class, I have mentored other instructors at my college who wanted to join the community of online educators and learners. My purpose for writing this article is to further share some basic but solid advice regarding the following areas: selecting the best LMS for math teaching and learning; choosing and using technology that allows you to effectively answer student questions and assist with content issues; and finding and developing the support needed to be successful.

For novice online math instructors, I’ve learned that selecting a LMS designed for mathematics learning relieves some of the initial pressure of curricular development. When I began teaching online, I had the choice to use the college’s LMS or the textbook publisher’s online interactive system that was created specifically for math classes. I decided to use the publisher’s math system because it offered the most efficient assistance for creating, customizing, and maintaining my math course. The system that I used then, as well as today, is MyMathLab (MML). However, there are other math systems, such as ALEKS and

WebAssign, that are just as effective in teaching online math courses. These systems are used for courses ranging from developmental math through calculus and statistics. In my opinion, selecting one of these systems is the best decision for a novice math instructor. Let me explain why.

First, the database. MML provided an extensive database that I used to create effective homework assignments, review activities, quizzes, and exams. Using this database, I did not have to initially invest the time and resources needed to create curricular materials. Instead, I could focus more closely on how to structure the course while using the database to create engaging, self-paced assignments and assessments.

Another advantage of using this math database is that all homework, review activities, quizzes, and exams are automatically graded. Also, when working homework and practice problems, the students can click a link and receive immediate help with their lessons. These two features help novice instructors manage the grading workload and ensure that the students receive immediate feedback regarding their grades and progress in the course. These features helped me create a learning environment that promoted student success without being too overwhelming for my first online experience.

My second tip is to make use of the many multimedia tools provided. MyMathLab, as well as the other math databases, provides mathematically sound lecture videos, PowerPoint slides, multimedia textbooks, and other media types to assist students with the learning process. Research shows that students have reported that the MML videos are useful features of the system (Spence, 2011). These features allow novice instructors to begin teaching without having to invest significant time, and sometimes money, needed to create, edit, and produce original teaching videos, animations, and other media types.

After I selected a LMS, customized my course, and enrolled my students, another challenge presented itself. How do I answer the students’ math questions online? I needed something that worked well and I needed it quickly. If you find yourself in this same situation, I suggest that you use these tools: (1) a smartpen and notebook and (2) a document camera with the accompanying software.

The smartpen, which writes like a ballpoint pen, must be used with special paper that looks like a regular notebook. This pen has a small video camera and a voice recorder, which allows it to capture audio that is synced with the user’s handwriting. It then creates a digital file that can be attached to e-mails, uploaded to a LMS, or stored in a public virtual setting.

It is a valuable tool because it is inexpensive, user-friendly, portable, and effective for explaining math problems and concepts to students (Mehlhorn et al., 2011). In my classes, I have used smartpens to help me successfully answer student questions and create a one-on-one experience for my online students. For instance, I recently received an e-mail from a student who was struggling with forming and evaluating composite functions. She was frustrated and wanted help immediately. I picked up the smartpen and within minutes was able to create, upload, and send a tutorial pencast tailored to her individual needs. The synced audio and handwriting features of the smartpen allowed me to provide the same one-on-one experience virtually as I would in a face-to-face tutorial session. I would strongly suggest investing in a smartpen before you begin your course. It will prove to be a valuable tool.

Another tool that I have recently been introduced to, and have found valuable for online teaching, is a classroom document camera. The document cameras are used to capture live images as well as to record audio. With these document cameras, the accompanying computer software, and an SD card, a lecture or review session with your face-to-face students can be recorded and shared as supplemental videos for your online students. This technology brings the energy of your face-to-face class to your online students by allowing them to hear all interactions between you and your students.

A third tip for survival during that first semester of teaching online is to develop a system of learning and support. This system should provide opportunities for you to learn, collaborate with other teachers, and to grow professionally. I found support in the form of attending conferences and workshops, and collaborating with other online instructors in both math and other disciplines.

My professional development as a novice began by attending the International Conference on Technology in Collegiate Mathematics. This annual conference provided the interactive, hands-on training that I needed to learn the many features of MML. The sessions that I attended at this conference also introduced me to the smartpen, to using the tablet PC and Camtasia to produce videos, and to create discussions for my online classes. This conference also allowed me to collaborate with colleagues from all over the world regarding their experiences.

To find a conference that meets your needs, I suggest beginning with the designer of the interactive system that you select. If it is not possible for you to travel to conferences, there are less expensive options. As Wilson and Stacey (2004) have noted, “Delivering staff development online is another strategy to develop the skills and knowledge of online teachers” (“Staff Development Online,” para. 1). For instance, Pearson Education provides live online workshops to help instructors apply best practices and engaging strategies in their online math classes.

You will often find support right within your department. Before you begin teaching your online course, talk to other instructors who teach online, and also those who use a mediated math system as a supplemental tool in their face-to-face classes.

If there is no one in your department teaching online, talk to instructors in other disciplines to learn what techniques have helped them achieve student success. Over the years, I have incorporated good tips from nonmath faculty regarding discussion topics and assessment strategies. If you do not find the support that you need within your college, seek help on the web. There are online forums for instructors who teach online that could lead to an exchange of innovative teaching strategies. You will find these support systems indis-pensable not only during your first semester but throughout your online teaching career.

My how-to tips are easy to summarize. First, by selecting a learning system that specializes in math, you can focus less on curriculum development and more on the course’s structure and its ability to engage your students. Second, because mathematical concepts are often difficult to demonstrate by e-mail, you can use such tools as the smartpen or the classroom document camera to help you communicate with your students. Lastly, attending conferences and collaborating with other online teachers will provide you with the professional development you need.

At first, teaching math online produced feelings of anxiety within me. But now, as I continue to teach online, my three-step approach keeps me calm and comfortable.

In fact, online teaching has become my favorite mode of instructing.