iNACOL VSS: Effective Teaching Practices: What Works in Online Learning

I have to admit that I was disappointed that Dr. Robert Marzano, author of Classroom Instruction that Works (2001) didn't make his appearance, but Andrew Poggio of PLATO Learning did an admirable job of presenting research sponsored by PLATO that sought to identify and evaluate teacher practices, behaviors, and strategies in the online learning environment that influence student achievement.

He began by reminding the audience that the role of teachers is changing. Traditional classrooms were rows of desks with a teacher in front; courses were textbook-based. However, 21st century classrooms are often pictured as student-centered, with grouped seating and access to technology resources.  Is the teacher function only as "guide on the side"?

Dr. Marzano used the PLATO learning management system and coursework for his research, but because of his questions, the results appear to be applicable to many online teaching situations.  He looked at pure online instruction for credit, at classroom or lab instruction for credit recovery, and at blended instruction for intervention, and he surveyed teacher and student perceptions regarding instructional practices. He also looked at actual teacher behaviors and strategies, as well as student achievement data accrued within the PLATO learning environment, for 1828 students and 141 teachers at 23 sites in 12 states using the Marzano Observation Protocol (taken from The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, ASCD, 2007)

The complete report on this research is available here: http://info.plato.com/rs/plato/images/186-RSCH02%20Marzano%20Analysis.pdf

Summary of results:
Teacher participation is the single-most influential indicator for student achievement.

Part I
These survey items, which asked students about routine online learning events, showed a statistically significant correlation between student perception and student achievement:

• I have a clear understanding of the rules and procedures for this course/assignment.
• I have all the materials and resources I need to complete my online course or assignment.
• My teacher provides encouragement or positive feedback as I work on my online course or assignment.
• I have a clear understanding of the goal and/or objective in each assignment.
• I keep track of my own learning progress.

These findings imply that students perform better when teachers have explained the rules, provided the materials, offer encouragement, connect learning goals to assignments, and provide a means for students to monitor their own progress.  (Please see Part II for more information.)