Forum 4 DB EDUC 631 Challenges a K-12 teacher faces preparing for her first distance education class, presentation.

​Scenario 1: Carol Johnson wishes to begin teaching her high school algebra class online. She has decided that she needs to consider meeting with the students at the beginning of the experience, as they've had no opportunities to work in an online environment before. What are some of the organizational factors that Carol must consider when preparing to teach at a distance?
Some of the organizational factors that Ms. Johnson must consider when preparing to teach at a distance are based on my studies as an online student are:
First, To Identify what kind of platforms she could use… (Moodle, schoology, Kancademy etc.) What kind of technology will be the setting (e.g., it places, or time shifted). Time shifted allows any students to access the class at any time, like us here in liberty.  She needs to Know what kinds of technology she will use and be familiar with. Simonson et al (2015) argued: “The instructor must become familiar with the hardware and the nuance of the technology to use them effectively” (p.137). Ms. Johnson needs to understand and to know the technology she will use to start teaching her high school algebra class online, exactly as she knows math.
Ms. Johnson must have goals set for her online class, Dr. Holder (2019) claimed that an online instructor must set “clear goals and objectives, clear expectations, focus on effectiveness, not efficiency, and instructor’s contact information” (slide 8).
Second, to keep in mind that each learner has his/her own style, and the best learning programs accommodate learning styles and preferences”. (Rice et al, (2011).
Third, she should think the way to organize the course, maybe it be better to organize it chronologically, “to organize their course chronologically, not only because it is practical, but also because the tools lend themselves to the sequential presentation of material. Once they have their basic structure in place, they then add Resources and Activities”. (Rice et al, (2011).
Furthermore, She need to learn how to bust the student Self- Efficacy, and use techniques to help them keep  their desire to learn online,  because “ Students with High Self-efficacy perform better and understand that their efforts can result in better learning” ( Fisher, Frey & Hattie, 2016, p.27).

​Things to consider in an online course table.1

Book	Chats	Quiz	Forum	Workshops
​Knowledgebase, core instructional material, content repository, and comprehension E-book, pdf, sites with collections of materials.	​Interactive, collaborative learning, comprehension, and evaluation	To be used in Comprehension and analysis by the learner.	​Collaborative learning, analysis, and synthesis.	​Application and evaluation.
Why?	Why?	Why?	Why?	Why?
​A source of information for students to access and deepen their knowledge.	​The students will develop social learning, Opportunity to practice in communities.	​The Teacher will identify if the student understood the content, the student will practice.	​To give the student social practice, and with communities.	​Give the student Social practice and experiential learning and to build social responsibility.

Table 1

References
Fisher, D., Frey, N., & Hattie, J. (2016). Teaching literacy in the visible learning classroom: K-12 classroom companion to Visible learning for literacy. Thousand Oaks, California: Corwin, a SAGE company.
Holder, D. (2019). EDUC 631: Foundations and theory of distance education 
[powerpointslides]. Retrieved from https://learn.liberty.edu/bbcswebdav/pid-28430817
 
Rice, William., & Nash, Susan Smith. Moodle 1.9 (2011). Teaching Techniques Creative Ways to Build Powerful and Effective Online Courses. Birmingham, U.K: Pack Pub.
 
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2015). Teaching and     
 learning at a distance: Foundations of distance education. (6th ed.) Boston, MA:
 Allyn & Bacon.