Group Two divides Best Practices into two sections. The first focuses on course management. The second on course content. Each is followed by suggestions for related strategies to use.
1) Course Management
It is important for the instructor to communicate requirements and expectations of students throughout the course. In addition to the course syllabus, the online environment requires instructors should also:
Share guidelines on
-The amount of time a student should expect to spend on the course.
-How often the student should check in.
-Methods the instructor will use to communicate with students.
-How quickly students can expect responses to individual questions.
-The methods of communication students should use (both for the instructor and other students).
-The responsibilities of students regarding their communications with others. These include content, the time period in which to communicate, and how often students should respond to communications from others.
Offer students opportunities to give feedback
-Ask students about what is working in the course.
-Ask students about what needs improvement.
A good time for feedback could be the midway point in the course.
Strategies for accomplishing these goals:
-post syllabi and individual instructions indicating the important guidelines. -make these materials available throughout the course.
-offer the course in one-week modules. This allows the instructor to indicate at the beginning of each week what students must accomplish in terms of readings, viewing videos, written assignments, discussion posts, quizzes, or exams. -provide periodic welcome messages (or videos) that give an overview the activities for the week (or a particular unit). These could also include changes made as a result of student feedback. A welcome message at the beginning of the course could offer a discussion of how to succeed in an online course.
-emphasize in postings the material to be covered, required activities, and a schedule indicating when those activities should be completed. -use the "coffee shop" or "tech help" areas , and make it clear to students that they are invited to read and post items in these areas.
-create a midterm discussion forum such as "reflections on the course" as a place where suggestions could be offered. -check in frequently both to individual and public discussion areas. This is particularly important at significant times (i.e., before an exam or project component due date) to ensure communication between instructor and students. -provide students with timely feedback on assignments. This can serve to keep them engaged and let them know where they stand in the course.
2) Course Content
It is important that content have coherence and is accessible to the students. In addition, instructors must manage exams and assignments to ensure students have incentives to learn content. To accomplish this instructors should:
Provide a vision that helps students see how different aspects of the course fit together.
"Chunk" content by topic (rather than only by date) and give clear directions regarding the material to be covered, the assignments, and the knowledge to be gained by students.
Assume exams are open book/note and adjust methods to accommodate that assumption.
Strategies for accomplishing these goals: -engage students in a purposeful project (i.e., a case study) in which they link the different chunks of the course.
-require students to do a task at every step of the way.
-provide varied tasks for students that best highlight the content. For example, course content may fit having students do a mind map, screen capture for individuals, a quiz, or a weekly discussion board. It is important, however, not to have too many tasks so that students are overwhelmed. -present materials in multiple ways to cater to different learning styles: oral, text, and a visual, for example.
-have students play roles in discussion board, web quests, etc. This gives everyone ownership by making every contributor and contribution essential.
-use exam questions that force students to show understanding rather than recognition. It is important to have a narrow time frame that prevents students from reading or consulting with others during an exam.
-invite students to share final projects, solutions or case study analyses using an appropriate technological tool (e.g. PowerPoint with Camtasia, Blog, etc.)
-provide a format for audience feedback.
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Group Two divides Best Practices into two sections. The first focuses on course management. The second on course content. Each is followed by suggestions for related strategies to use.
1) Course Management
It is important for the instructor to communicate requirements and expectations of students throughout the course. In addition to the course syllabus, the online environment requires instructors should also:
Share guidelines on
-The amount of time a student should expect to spend on the course.
-How often the student should check in.
-Methods the instructor will use to communicate with students.
-How quickly students can expect responses to individual questions.
-The methods of communication students should use (both for the instructor and other students).
-The responsibilities of students regarding their communications with others. These include content, the time period in which to communicate, and how often students should respond to communications from others.
Offer students opportunities to give feedback
-Ask students about what is working in the course.
-Ask students about what needs improvement.
A good time for feedback could be the midway point in the course.
Strategies for accomplishing these goals:
-post syllabi and individual instructions indicating the important guidelines.
-make these materials available throughout the course.
-offer the course in one-week modules. This allows the instructor to indicate at the beginning of each week what students must accomplish in terms of readings, viewing videos, written assignments, discussion posts, quizzes, or exams.
-provide periodic welcome messages (or videos) that give an overview the activities for the week (or a particular unit). These could also include changes made as a result of student feedback. A welcome message at the beginning of the course could offer a discussion of how to succeed in an online course.
-emphasize in postings the material to be covered, required activities, and a schedule indicating when those activities should be completed.
-use the "coffee shop" or "tech help" areas , and make it clear to students that they are invited to read and post items in these areas.
-create a midterm discussion forum such as "reflections on the course" as a place where suggestions could be offered.
-check in frequently both to individual and public discussion areas. This is particularly important at significant times (i.e., before an exam or project component due date) to ensure communication between instructor and students.
-provide students with timely feedback on assignments. This can serve to keep them engaged and let them know where they stand in the course.
2) Course Content
It is important that content have coherence and is accessible to the students. In addition, instructors must manage exams and assignments to ensure students have incentives to learn content. To accomplish this instructors should:
Provide a vision that helps students see how different aspects of the course fit together.
"Chunk" content by topic (rather than only by date) and give clear directions regarding the material to be covered, the assignments, and the knowledge to be gained by students.
Assume exams are open book/note and adjust methods to accommodate that assumption.
Strategies for accomplishing these goals:
-engage students in a purposeful project (i.e., a case study) in which they link the different chunks of the course.
-require students to do a task at every step of the way.
-provide varied tasks for students that best highlight the content. For example, course content may fit having students do a mind map, screen capture for individuals, a quiz, or a weekly discussion board. It is important, however, not to have too many tasks so that students are overwhelmed.
-present materials in multiple ways to cater to different learning styles: oral, text, and a visual, for example.
-have students play roles in discussion board, web quests, etc. This gives everyone ownership by making every contributor and contribution essential.
-use exam questions that force students to show understanding rather than recognition. It is important to have a narrow time frame that prevents students from reading or consulting with others during an exam.
-invite students to share final projects, solutions or case study analyses using an appropriate technological tool (e.g. PowerPoint with Camtasia, Blog, etc.)
-provide a format for audience feedback.