Online learning is not “slapping classroom content online” (O'Neil, Fisher, & Newbold, 2008, p. 18). The use of a delivery mechanism, such as the Internet or Blackboard “should not define the pedagogical practice.” The technology should provide “the mechanism through which the online teacher implements the best pedagogy for that course or topic” (McVay et al., p. 6).
The online teacher must use technology to enhance the course content. By utilizing the positive aspects of technology, the online teacher can provide a quality educational learning experience. An effective online pedagogy is one that emphasizes student-centered learning and employs active learning activities. “Interactivity, faculty, and student presence are essential in an effective online learning environment” (O'Neil et al., p. 21).
Bill Pelz (2009), a Professor of Psychology and Sloan Consortium Award for Excellence in Online Teaching winner,provides three principles of effective online pedagogy (p. 3):