The Theory and Practice of Online Learning

The education system in the current globe functions in a turbulent way, which is characterized by ambiguities and uncertainties. The first generation and second generation online course have diverse similarities. One of them is that both first and second generation online courses have similar subject matter and same content. Anderson (2008, p. 270) argues that Subject Matter Experts (SMEs) need to ensure that the content of the online course alternates with the content, which is normally provided in a traditional course. The SMEs should also write varied exercise and activities or examinations that should reinforce the new learning and foster development. This can be only achieved through working as an integral team in course development process; thus ensuring the online course content meets the demanding needs of students.  Moreover, both first and second generation online courses aim to equip student with the necessary skills and knowledge vital for meeting their intended needs. Thus, they both acknowledge quality courseware production, which are high organized and credible in order to meet the demanding needs of students successfully.

However, there are differences between the first and second online course development. In the first generation, the focus of the subject curriculum design is based on the content and delivery of the subject knowledge in the key specialized field. The content structure of the curriculum is designed based the subject knowledge and the needs of the required standard content or standard arrangements. In contrast, the second generation online course is more developed than the first one. Therefore, this paradigm focuses on the design of the subject curriculum with an aim of developing students with proper knowledge and ability for lifelong learning. Thus, the design is based on the SMEs and the curriculum is interactive, integrative with web support networking and virtual reality to meet the needs of students effectively. The second generation requires significant plan and design of the course before it is revealed to the students. Thus, it is vital for the online teachers to achieve effective training programs, plan efficiently and manage time in order to achieve success. This accounts for the need of the faculty to develop familiarity with their institutional web development unit, IT unity, technical and other supportive units through building strong working relationship team.

Summary of a New Teaching Paradigm and Pedagogical Proficiencies
The major theme in the new teaching paradigm is developing inherent web-based instructions from the instructionally innovative manner in order to meet the challenges of online education system in the new century. Thus, there is need to introduce varied numerous education reform initiatives in order to improve the quality of web-based instructions. Anderson (2008, p. 52) argues that it is crucial to consider the web-based not as just a medium of delivering distance education, but rather a way of partnership, and a way of making fundamental changes in the teaching or learning activities. Therefore, teachers should develop effective teamwork and strive to create an effective learning environment. This is through exploiting the inherent web features and promoting active learning, which can lead to development of critical thinking skills of students.

The major theme also in the pedagogical proficiencies is about teacher professional development skills vital for delivering effective learning needs. It will also enable teachers to train students successfully when using technology in teaching distance learners. Anderson (2008, p. 53) argues that teachers who take online teaching classes should have good training skills for online teaching. They should view online teaching as a different profession from face-face teaching since these skills vary from online teaching. One way of becoming familiar with the required skills and resources for online teaching is through becoming an online learner (Anderson (2008, p. 53).  Therefore, developing good principles and implementing effecting online teaching strategies will enable the faculty to achieve success. This is through developing new administrative and technical skills, but most important understanding the online environment as totally a different way of interacting with students than face-face classroom teaching.

Reflections
    From my personal experience on the new teaching paradigm and pedagogical proficiencies, I can conclude that online teachers need to develop professional skills vital for meeting the denuding needs of students. For instance, one time I made application for online training course, which I qualified successfully. However, I realized that students can achieve success in case online teachers have adequate IT skills, manage their time well and advance further their training program. This is because I never achieved my intended goals because of poor curriculum delivery. In other words, the delivery model, course materials and technology was not appropriate to the content and my desired needs; thus it created a barrier in my study.  Therefore, I realized that for one to achieve success there is need for the faculty to practice principles of good practice when providing online courses for distance learners. I also realized that, there was a need for me to be familiar with the online courses, interact with the faculty and other students in order to achieve my demanding needs.  This is because online course content is designed in a way that encourages critical thinking of students and also solves problems; thus enabling students to meet their demanding goals successfully.
    
Reference
Anderson, T. (2008). Theory and practice of online learning. Edmonton: AU Press.