This Modelling New Skills for Online Teaching by Salten, G. and Hansen, S. provides an useful summary on online teaching. Though it seems to have been written sometime ago, I found it valuable to review and reflect on the findings:
In order to incorporate online skills into their own teaching, academics are likely to benefit by actively experiencing them as a learner.
In a lot of situations, traditional methods of training are still clearly favoured over online methods.
What are the skills and strategies required for successful online teaching? I think this is a critical question now when Web 2.0 and social media are ubiquitous.
Common factors highlighted in successful projects using online teaching include:
Teaching itself is an eclectic process and there is no need to adopt an all-or-none attitude (Schneiderman et. al., 1998)
In this Breaking down online teaching: Innovation and resistance by Hannon, J.
One question arising from the two cases is how innovation, that is, transformative change, can occur in the context of mass teaching and learning, that is, the tension between innovation and standardisedapproaches to online teaching. At issue is the tendency of blackboxes, such as an LMS, to be totalising both as technologies and as discourses, and to set a “standard” approach to online teaching which may be the antithesis of innovation. As such the “standard” for online teaching in an institutional will contest and resist alternative pedagogical models brought to the assemblage, like the collaborative wiki example.