When the online medium first became available to professors, some used it as an alternative way to provide information to students. But quite rapidly, people learned more about the phenomenon and were quick to add new components of their own. Online syllabi went up as did research projects, papers, and other reference materials so students could tap into these resources whenever they needed to. Eventually, people realized entire courses could be placed online. Whole lectures went up, as did homework assignments, projects, and supplemental materials. Suddenly, the entire class was online in plain view on the computer screen.

Where are we today? Unfortunately, many teachers and administrators now have a bad taste in their mouths about this. While some forays into the online environment were immediately successful, the majority of the first online classes are considered the immature younger siblings to place-based, on-the-ground classes. Luckily, the tide is changing.

Those who were not early adopters are now enjoying the learning curve without the pain of living through disgruntled students and high attrition rates commonly seen in early online courses. Institutions are now scrambling to go beyond text on a screen and to cater to students through the use of enhanced technologies and better delivery platforms. The goal is to open the door between the student and instructor in the online class. Students are demanding online content that gives them instant feedback, flexibility to study in the manner most conducive to their learning styles, and a sense of community in the online classroom.

However, this is only the first step toward an effective cyberclassroom. What is still missing? What has been forgotten?

Let us not forget about the professors who have worked for millennia to improve teaching methods. Let us also not forget that this new medium will require a new set of teaching skills. Finally, let us never forget the importance of a good teacher. Online courses are simply a different method of delivering content; they still need a quality instructor in order to facilitate student learning. For the same reason that textbooks have not removed the need for teachers, online course materials provide a wealth of information that needs direction and management. What teachers need is training on the use of this new teaching tool, and the most important item facing online instruction now and for the immediate future is the training of faculty.

Adequate training on both the pedagogy and the functionality of the online environment before the start of any course sets the professor up for success. Technological fears are removed and professors can concentrate on doing what they do best: teach. The first semester of the first online course is the most trying time for professors; with adequate training, the overall experience for both teachers and students is vastly improved. Training moves professors through the most difficult time and allows them to gain the experience of teaching without directly impacting students. With training complete, they are ready to teach.

The first semester is by far the most difficult. The second semester is easier and the third easier still. It is important to stress this continued improvement since many professors have tried online teaching and given up dissatisfied. These professors are usually the ones who never had the opportunity to train and experience the online classroom before the arrival of the first student.