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Online Teaching and Learning: Perspectives of Faculty and Students from the Cyber-Trenches

Abstract This paper shares lessons learned and effective practices in online teaching and learning from veteran faculty and students in an online graduate therapeutic recreation program at SUNY Cortland, now in its sixth year (2020–2021). The number of students in online learning is growing and consists of a diverse group of adults working full and or part-time. A primary reason for this growth is the ability to balance learning with life’s activities. Online learning benefits underserved or unserved adults incorporating their practice wisdom with field connections through constant communication, access to extensive resources, and well-designed student-centered classes offered in safe and secure environments. Challenges experienced with online learning relate to communication nuances, technology, instructor consistency and availability, course ownership, and administrative support. Faculty and students reported effective practices included frequent, immediate, ongoing communication, interaction, collaboration, assessment, and feedback; applied assignments; multi-media usage; faculty flexibility; and, global awareness.