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Journal of Contemporary Research in Education

Abstract

When offering online program options for higher education students, one of the primary concerns for institutions of higher learning program administrators is achieving high quality learning experiences for students. To achieve this goal, faculty must understand how to employ new and innovative technologies in a manner that ensures all students have positive learning outcomes. Limited English Proficiency (LEP) students are not missing in this equation. Institutions offering online courses have discerned that developing these courses requires an understanding of technologies with which many faculty are unfamiliar. As a result, administrators must create "pedagogical models that enable educators to capitalize on the potentials afforded by online learning technologies" to best meet the needs of all students (Norton and Hathaway, 2008) by providing quality professional development which ensures an understanding of how to use technologies effectively and how to develop a sense of instructor presence.

The current case study deals with the analysis of practice within a graduate online program at a small private college in the Midwestern region of the United States. Specific identification of practices is identified via pattern recognition related to mentoring and facilitation of best practice within the online program to meet the needs of the LEP student. The foundation of all good teaching at the college level is based on specific assumptions of effective teachers (Bain, 2004).

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