Beyond the Journal  •  Young Children on the Web  •  July 2007

Early childhood Educators are going to class online in ever increasing num-bers, yet many questions remain about appropriate uses of technology, learn-ing effectiveness, learner support, and faculty development in this emerging environment for teacher education and professional development. This article explores teaching and learning online through the eyes of early childhood learn-ers and teacher educators; discusses online learning standards and guidelines; and profiles a higher education institution launching an online mode of study. Each of us brings a specific perspective to this article. Chip has been teach-ing early childhood educators online for eight years and will share his experi-ence as an eTeacher and the experiences of the students he supports as new eLearners at the University of Wisconsin–Milwaukee. Woven into Chip’s story, and throughout the article, are the words of these early childhood educators describing some of the effective practices and engaging approaches they have experienced in online learning. Debra has spent many years conducting research, reviewing distance learn-ing standards, and building infrastructure and institutional support systems for early childhood faculty in North Carolina. She provides an overview of distance learning standards and guidelines that can inform our work in early childhood Engaging Approaches to Teaching and Learning Online Chip Donohue, Selena Fox, and Debra Torrence The online format of this course makes it a unique learning experience.... In the absence of the immediate back-and-forth of a traditional classroom, there is time to reflect on every element.... I spent much more time in thought over issues from this course because in a sense I felt I was always in class. —Reflections from a New eLearner Chip Donohue, PhD, directs the Cen-ter for Early Childhood Professiona