The following tips from Susan Ko, director of the Center for Teaching and Learning at the University of Maryland University College, will help you maintain course quality and interaction in large online courses:
Andrea Henne, dean of online and distributed learning in the San Diego Community College District, recommends creating online courses composed of modules—discrete, self-contained learning experiences—and uses a course development method that specifies what to include in each module.
Although the online classroom environment provides tremendous flexibility of time and place of study, establishing and communicating a course pace and pattern of work can aid both instructor and student, and alleviate confusion of course operation.
The initial design of your course will have a big impact on how much time and effort will be required to update it in the future. Here are some tips from the University of Michigan School of Nursing to consider as you create your course to accommodate future changes:
Online instruction invariably requires more time for logistics than does face-to-face instruction due to interaction needs, extraneous cognitive load (mental effort needed to attend to non-content-related course elements), and poor self regulation by students.
“Managing student expectations is important in any class but even more so for online and blended courses where it’s easy for students to feel lost,” says Susan Ko, executive director of the Center for Teaching and Learning at the University of Maryland University College (UMUC). “Even well structured, academically rigorous online classes can have diminished effectiveness due to a lack of clear expectations.”
Jonathan P. Mathews, assistant professor of energy and geo-environmental engineering at Penn State University, teaches a high-enrollment (more than 400 students) general education online course, Energy and the Environment. Although he has two teaching assistants, the logistics of managing such a large class would be overwhelming without implementing the following course design and management ideas.
Despite the benefits of online education, there are inevitable frustrations as well. The tools online learners need to use take time to master and don’t
Rebecca Arbisi, chair of the business department at State Fair Community College in Missouri, offers the following tips for improving the quality of threaded discussions:
A few years ago, our university started accelerating its distance learning program. Some professors designed courses that worked well, while others found that 100 percent
