Faculty Educational Technology Services

The CITI site is designed to help you plan, develop, teach, and evaluate your online courses. The links below contain the necessary resources for your convenience.

An Overview of the Online Course Development Process

In contrast to a traditional face-to-face course, the development of an online course is a collaborative effort joining the content expertise of a course author (or several!) with the education expertise of a learning designer. The course author is a Central State faculty member who has been selected by his/her academic college or department to serve as the content expert, bringing experience with the subject matter and effective learning strategies to the project. The learning designer provides expertise in course design and development and adult and distance education. Learning designers typically have a master's or doctoral degree in education. Depending on the complexity of the course design, additional personnel may also be part of the development team, such as programmers, graphic artists, videographers, etc.

Online courses in the College are typically developed in a two-semester time frame. This page provides a description of the standard course development schedule.

The First Semester

The first semester is used to generate the raw content for the course. The majority of the effort expended during this semester falls on the faculty member (a.k.a. “course author”). During that time, the course author meets regularly with the learning designer, first to outline the course structure and assessment strategy and to review materials that the author has drafted. One can get a sense of the information that is covered in these initial meetings by reviewing the Initial Course Questionnaire.

These initial meetings serve to orient the course author to the online course development process. The learning designer is also oriented to the course by studying the syllabus and any other relevant course materials. The author(s) and learning designer then lay out a general instructional design strategy for the course—the scope and sequence of course content, student learning activities, and learning assessments—and begin to discuss how the traditional campus-based course might be adapted for delivery online. Thus begins an ongoing dialogue on how to transform the traditional face-to-face course into an effective, high-quality distance education offering.

When appropriate, course authors, with the help of learning designers, spend time gaining the technical skills and pedagogical strategies necessary to develop a distance learning environment. They are also introduced to the issues involved in authoring and teaching a course in a distance education environment. Course authors are also given access to a collection of examples, templates, and other resources for use during course design and development.

The learning designer also works with the author to draft a course development schedule that outlines agreed upon milestones for each component of the course development process. Once the author(s) and the learning designer have met a few times to discuss the course, one of the first tasks for the author(s) is to generate a detailed course outline. The purpose of the outline is to convey to the learning designer the author's thoughts on the general plan for the course (thereby making sure that everyone is on the same page). The outline addresses what will be covered in the course, the general resources that students will need for the course, and information about course goals and objectives, course requirements, the overall course structure, the lessons and topics. Much of this is similar to a course proposal that is prepared for University approval, but with more detail. The document serves as an excellent blueprint for the author and designer to use while developing the online course.

Next, the author will produce a sample lesson using whatever strategy s/he prefers. For some authors, this might take the form of a Word document. For others, recording their “lecture” in audio or video and then having it transcribed to provide the author with the “raw” content that s/he can then edit. Still others might already be comfortable authoring materials in an online environment and might choose to immediately draft content in that environment.

With a sample lesson in hand, the learning designer will then take the material and draft an online prototype of the lesson. As the learning designer works through the draft content and puts it into its online form, s/he adds comments, questions, and suggestions pertaining to the course content, learning activities, and assessment strategies. "Marked up" course materials are then shared with the course author for review and revision. This is typically an iterative process, with team members exchanging materials and revisions multiple times as items are finalized. Once both author and designer are comfortable with their initial prototype, the author proceeds to draft another lesson. The same give-and-take process is used between the author and designer to put the remaining lessons online, mark them up, and make any necessary revisions until all are satisfied with the resulting course.

Ideally, by the end of the first semester, the course author(s) have generated all of the core course content, including drafts for all student learning activities and assessment strategies.

The second semester

During the second semester of the development process, the faculty and designer team finalize the course materials and concentrate on the design and integration of student learning activities and assessment strategies into the course. At this point, they may engage additional team members if needed (e.g., for multimedia development, graphics, programming, technical editing). They will also finalize the other components of the course website, including the online syllabus and course orientation (which is a “lesson” that covers information similar to that addressed on the first day of class).

The majority of the effort during the second semester is expended by the learning designer and other members of the development team. In some cases, however, individual authors may wish to take on a portion of the actual technical development.

Real vs. Ideal

The process described above represents the ideal. In reality, things do not always go as smoothly as one would like. The most difficult and important lesson to be learned is that the process is prone to a domino effect: if one key point in the development process fails (e.g., a deadline is missed), subsequent steps in the process will likewise be adversely affected. For individuals who are not used to working in a team environment, that lesson can be painful to learn.

So what is the key to success? While many factors contribute to the success (or failure) of a project, a team development process requires excellent communication among team members to ensure that things run smoothly. How that communication takes place will vary from team to team, based on the preferences of the group. The key is not how communication takes place, but rather that it does take place on a regular basis.

Once a course has been developed and opened for enrollment, the development process is not complete. Every course goes through various stages of formative and summative evaluation. Minor revisions are typically made each semester, and ideally substantial revisions are planned, as well, at intervals that vary depending on course content. (For example, courses that cover "high tech" content might require substantial revisions every year, whereas courses that address more static content might be revised only every three years.) The original development team typically supports the course author in all course revisions. In some cases, however, faculty who possess technical skills may be able to make revisions on their own.



Note: This document has been adapted from an article the author originally published in The Technology Source as: Ann Luck, "Developing Courses for Online Delivery: One Strategy" The Technology Source, January/February 2001. Available online athttp://technologysource.org/article/developing_courses_for_online_delivery/.

Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-Non-Commercial-Share-Alike 3.0 License.

Planning Documents and Templates

The documents below will help you plan your course. Some of them contain templates that will help you organize all of the information about your course and keep it straight. Others contain valuable questions that will help you pull together all the information that is needed to get a course online. 

  1. The New Course Questionnaire is a tool for faculty and learning designers who are just beginning to work together on the design and development of an online course.

  2. Creating a Detailed Course Outline will help you build out the structure of your course. The Course Outline Questionnaire will help you start thinking in the right directions.

  3. The Student Assessment Plan will help you align the course’s objectives with the course’s content and planned assessments.

  4. Course Content Plan lays out what you want student to do in the course to reach the course objectives.

  5. The Course Blueprint and Audit Template will help you ensure that all of the learning objectives you have identified are assessed in some way.

Faculty Peer Review of Online Teaching

The peer review of teaching—like the peer review of research—is a widely accepted mechanism for promoting and assuring quality academic work and is required for the purpose of promotion and tenure at a number of Universities. The peer review process in resident instruction typically involves a faculty reviewer observing a peer’s classroom. The reviewer then summarizes her observations in a document that is to be included in the reviewee’s dossier.

To address the need for online course peer review at Central State, we have made a vailable to you The Peer Review Guide for Online Teaching at Central State which is based on the “Seven Principles for Good Practice in Undergraduate Education,” a summary of 50 years of higher education research that addresses good teaching and learning practices. While instruments such as end-of-course surveys provide a measure of student satisfaction with a course, the Seven Principles provide a useful framework to evaluate the effectiveness of online teaching. Each adapted principle is described in detail in the Guide, including examples of evidence of how a principle may be met in an online course. Resources for additional information are also included.

The Peer Review Guide for Online Teaching at Central State is composed of two parts:

  1. An Instructor Input Form to be completed for the reviewer by the reviewee in advance of the peer review, and
  2. The actual Peer Review Guide for Online Teaching at Central State, which is to be completed by the reviewer during the peer review.

Following the peer review, the reviewer summarizes her observations in a document that is to be included in the reviewee's dossier—identical to the procedure followed in resident instruction.

Reviewers are encouraged to share the completed Guide with the reviewee, as well.

 


Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-Non-Commercial-Share-Alike 3.0 License.

Faculty Peer Review of Hybrid Courses

The peer review of teaching—like the peer review of research—is a widely accepted mechanism for promoting and assuring quality academic work and may be required for the purpose of promotion and tenure at Central State University. The peer review process in resident instruction typically involves a faculty reviewer observing a peer’s classroom. The reviewer then summarizes her observations in a document that is to be included in the reviewee’s dossier.

To address the need for hybrid course peer review at Central State, members of the Central State Online Sub-committee on Faculty Engagement have designed, implemented, and assessed a peer review process for hybrid course use. The Peer Review Guide for Hybrid Courses at Central State is based on the “Seven Principles for Good Practice in Undergraduate Education,” a summary of 50 years of higher education research that addresses good teaching and learning practices. While instruments such as end-of-course surveys provide a measure of student satisfaction with a course, the Seven Principles provide a useful framework to evaluate the effectiveness of online teaching. Each adapted principle is described in detail in the Guide, including examples of evidence of how a principle may be met in a hybrid course. Resources for additional information are also included.

The Peer Review Guide for Hybrid Courses at Central State is composed of two parts:

  1. An Instructor Input Form to be completed for the reviewer by the reviewee in advance of the peer review, and
    1. Instructor Input Form (Microsoft Word version that can be customized)
  2. The actual Peer Review Guide for Hybrid Courses at Central State, which is to be completed by the reviewer during the peer review.

Following the peer review, the reviewer summarizes her observations in a document that is to be included in the reviewee's dossier—identical to the procedure followed in resident instruction.

Reviewers are encouraged to share the completed Guide with the reviewee, as well.

Best Practices and Expectations for Online Learning

Adapted from "Online Instructor Performance Best Practices and Expectations," Penn State World Campus

The online learning environment presents a unique set of challenges that require clear definition of instructor performance. The following Instructor Performance Expectations are considered best practices. They identify the minimum level of interaction and management needed between students and instructors to maintain a quality online learning environment.

As a course instructor, it is anticipated that you will…

  1. Follow the established course start and end dates. When students register for your course, they expect that it will start and end as stated in the Schedule of Courses. Schedule adjustments may, however, be needed to meet deadlines for graduating students and others with special circumstances.
     
  2. Follow our guidelines for managing your course throughout the semester. That document outlines things that should be done on a daily, weekly, or semester basis.
     
  3. Monitor assignment submissions and communicate and remind students of missed and/or upcoming deadlines. You can help insure a successful learning experience by practicing proactive course management strategies. We suggest posting a note to your class at least once a week, telling students what you will be covering in the coming week and reminding them of any due dates.
     
  4. Establish and communicate to students, early in the course, a regular schedule for when you will be logging in to the course. Normally this is once per business day. Many of the students studying online are adult learners who have work and family responsibilities. These students tend to be more active in courses on weekends, so you may wish to also include in your schedule time to monitor courses at least once on weekend.
     
  5. You also should consider finding coverage for your online course if you are going to be out of contact with students for more than a couple of days, especially if they are to be working on assignments while you are gone. In cases of personal emergency, you are asked to notify students and the administrative unit overseeing your course as soon as possible if you will be away from the course.
     
  6. Provide feedback to student inquiries within one business day. Because online learners must manage their time carefully, timely instructor feedback is especially important to them. If you cannot provide a detailed response within one business day, we suggest that you respond to the student within one business day to simply let them know when a more detailed response will be provided.
     
  7. Provide meaningful feedback on student work using clear and concise language. When providing feedback on student work, you have an ideal "teachable moment"! Simply telling a student "good job" or "needs work" doesn't give them the information they need to succeed. They need (and want!) more specifics. What was it that made the work good? (So they can do it again!) What needs work and how can they improve? (Specifically!)
     
  8. Communicate to your students, in advance, when you will grade and return all assignments and exams. If you don't tell them this information, you will definitely be asked!
     
  9. Provide a teaching and learning environment that supports academic freedom. Central State faculty are entitled to freedom in the online classroom in discussing their subjects. Students must also be free to express their opinions without fear of ridicule, intimidation, or retaliation by any instructor. Faculty should be mindful of their relationship to students, as well as their Central State peers, avoid political or philosophical statements or appearances that may be interpreted by students as biases or proselytizing.
     
  10. Make sure you have immediate and predicable access to the same technology that is required for students in your course. Your course syllabus is an excellent place to communicate to your students the technology they must have in place to effectively participate in your online courses. You will want to make sure you are using a computer system and network that can meet those technology requirements, too! Blackboard courses typically list that information in the course catalog listing for the course, as well. 
     
  11. Post final course grades to Banner within two business days of the course end date and/or receipt of the final assignment/exam, in accordance with University policy.
     
  12. Encourage your students to complete your end-of-course survey on Blackboard. Central State uses an online version of the course/instructor survey recently approved by the University Senate. Students access their suveys through their profile page on Blackboard. At the end of the semester or through Campus lab on their myCSU page.

    Research has shown that the biggest influence on whether a student completes an end-of-course survey is you, the instructor! Please send your students a note encouraging them to complete the survey and assuring them that the information that will be used to improve the course is important.

Faculty Competencies for Online Teaching

Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document are intended to provide faculty and administrators with a better understanding of the instructional requirements of online teaching.

PEDAGOGICAL COMPETENCIES

An online instructor should be able to:     Additional Guidelines Examples & Best Practices

1

Attend to the unique challenges of distance learning where learners are separated by time and geographic proximity and interactions are primarily asynchronous in nature Online course content is typically developed in advance of the course’s start date. In effect, the “lecturing” has already been done! As a result, the role of the online instructor shifts from “the sage on the stage” to “the guide on the side.” Teaching online focuses one’s efforts on facilitating, guiding, and directing learning, as well as assessing progress. Instructors should strive to adhere to the published course schedule to ensure that all course goals are met by the end of the semester

2

Be familiar with the unique learning needs and situations of both traditional age and adult learners, providing an educational experience that is appropriate for both Adult learners bring a different perspective, motivation, and set of experiences to the classroom than traditional college students. Online courses are apt to attract working adult professionals who need the flexibility that online learning can afford. Faculty may find, however, that traditional college students also populate their courses, so it is important to be aware of the learning needs of both audiences. There are many resources available to orient oneself to the principles of teaching adults. A nice summary can be found at http://www2.honolulu.hawaii.edu/ facdev/guidebk/teachtip/adults- 2.htm. Another example is the Pen State report of Best Practices which can be found at http://www.outreach.psu.edu/co mmission/files/Best_Practices.pdf

3

Have mastery of course content, structure, and organization Review all course materials, as well as the structure and organization of course environment, in order to become comfortable with all aspects of the teaching and learning environment. Instructors should be familiar with all course materials, structure, and organization before the course begins. If new to online teaching, having an experience as an online student is recommended. Perhaps one should try taking a MOOC course prior to attempting to teach online.

4

Respond to student inquiries Guide student inquiries towards a positive learning outcome. Instructors are encouraged to respond to student inquiries within 12-24 hours.

5

Provide detailed feedback on assignments and exams. Facilitate student understanding and progress by providing students with timely, formative, and meaningful feedback that communicates areas of strength and areas for improvement. Feedback on assignments and exams should be returned to students as soon as possible in order to help students to improve on subsequent learning tasks.

6

Communicate with students about course progress and changes. Post periodic announcements that remind students of upcoming topics and due dates, as well as any modifications that may have been made to the course. Weekly announcements are recommended. Students studying online are typically juggling busy lives. Communicating progress, as well as any changes to assignments or schedules, is an important way to keep students progressing toward goals.

7

Promote and encourage a learning environment that is safe and inviting and mutually respectful. Communicate with students in a positive tone and follow and promote Netiquette guidelines. Include a course policy on Netiquette on the syllabus, such as: "The term 'Netiquette' refers to the etiquette guidelines for electronic communications, such as e-mail and bulletin board postings. Netiquette covers not only rules to maintain civility in discussions, but also special guidelines unique to the electronic nature of forum messages. See Virginia Shea's 'The Core Rules of Netiquette' at http://www.albion.com/netiquette/corerules.html) for general guidelines that should be followed when communicating in this course."

8

Monitor and manage student progress Utilize any available course statistics or reports to identify students who are not accessing course materials, participating in discussion forums, etc., and reach out to those students to encourage them to engage. Shortly after the beginning of the course, contact any "no shows" to see if they are encountering problems with logging in and to encourage their participation.

9

Communicate course goals and outcomes This is typically done at the start of the course, via course announcements and/or the syllabus. “Action verbs” help articulate clear learning goals and outcomes. See the Quality Matters Rubric

10

Provide evidence to students of their presence in the course on a regular basis Provide students with an instructor "presence" in the course by posting periodic course announcements, participating in discussion forums, sending individual student emails, holding office hours, etc. Ideally, instructors should be interacting with students in their class on a daily basis. Simple audio and video communications can significantly add to a sense of instructor presence. For an easy way to add audio and/or video to a course, please visit the CIDL office.

11

Demonstrate sensitivity to disabilities and diversities including aspects of cultural, cognitive, emotional and physical differences Provide a statement about accessibility to the course syllabus, be aware of institutional policies regarding accommodations, and be sensitive to cultural and geographic perspectives. Sample syllabus statement: "If you have a documented disability and wish to receive academic accommodations, please contact the campus disability liaison as soon as possible: (name, office, telephone, email). For additional information, check the university web site: College-Students-with-Learning-Disabilities NOTE: Accommodations require documentation."

TECHNICAL COMPETENCIES

An online instructor should be able to:

Additional Guidelines

1

Complete basic computer operations Know how to create and manipulate documents, manage files and folders, and work with multiple windows.

2

Successfully log into the LMS (BlackBoard) and access the course  

3

Successfully navigate the course space Know how to locate critical course elements, such as syllabus, lessons, grade book, and e-mail.

4

Set-up and manage student grades See CSU Grading Policy - CSU's Registrar

5

Effectively use course communications systems Be able to converse via email, chat, web conferencing (oovoo, skype, google hangouts), discussion forums, and announcements as needed.

6

Manage the course roster Know how to set-up and manage teams/groups within a course and add instructors, teaching assistants, and outside guests with the appropriate permissions.

7

Manage student submissions Know how to upload and download submissions via Blackboard dropbox, GoogleDocs, or other student submission tools.

8

Manage the course files and folders within the Blackboard (when appropriate) Be able to create and manipulate files and folders.

ADMINISTRATIVE COMPETENCIES

An online instructor should be able to: Additional Guidelines Examples & Best Practices

1

Log-in to the course and actively participate

Be able to comfortably use a variety of communications tools within the course environment. Log in a minimum of once per day in order to respond to student inquiries, monitor student progress, engage in student activities, etc.

2

Communicate to students when assignments and exams will be graded and returned. Information should also be reiterated each time an assignment or exam is assigned. as a rule, the instructor should provide written notification of the basis for grades to students within the first ten calendar days of a semester or its equivalent. Communicate this metric via the syllabus and also at time of assignment.

3

Provide a comprehensive syllabus that adheres to institutional Syllabus Policy University policy requires that the syllabus include a course examination policy, basis for grades, and an academic integrity policy for the course. Guidelines for creating a comprehensive syllabus can be found at the Pen State University website http://www.personal.psu.edu/bxb 11/Syllabus/

4

Mediate course-related student conflicts   Course-related conflicts should be mediated promptly and closely monitored through to resolution.

5

Adhere to the institutional policies regarding the Federal Educational Rights & Privacy Act (FERPA) See CSU's FERPA Policy Familiarize yourself with students’ rights under this Federal Law.

6

Revise course content and instructional materials based on student feedback Any problems with course content should be fixed as soon as possible. Instructors who do not have editing access to course materials should work closely with the course's administrative support person and/or learning designer to make revisions in a timely manner.

7

Know where and when to get technical assistance and support for you and your students Depending on the campus through which the course is being offered (Main Campus or Dayton), there are different sources for technical support. The CIDL office and IT support are available to you. Identify the appropriated contacts before the course begins and share the relevant contact information to your students.

8

Communicate expectations of student course behavior At a minimum, Netiquette guidelines should be provided to students (see Netiquette's core rules). Describe expectations for student behavior on the course syllabus, and also include a description of what students can expect from you, the instructor.

9

Be aware of, inform students about, and monitor compliance to institutional academic integrity policies.    

10

Report grades to students and record grades to the University's grading system as required.    

Managing Your Online Course

Quick Links

Several Weeks (or more!) Before Your Class Begins...

  1. Review Best Practices and Expectations for Online Teaching
  2. Make a new copy of your Blackboard section (if you have taught your course in Blackboard previously and want to reuse the same materials for the upcoming term). To begin, you  must have course editing rights in both the courses or groups you are copying to and from. Then you will use the export tool to download a copy of the existing course. Once the export is complete you can then import it into the new course using the import tool.
  3. Review your course content and fix any broken hyperlinks, images, etc.
  4. Update your syllabus and any other instructor-specific course materials.
  5. Update your course calendar. Many faculty use the Blackboard "Calendar" tool to help students see important due dates. Others prefer to include that information on their syllabus or on a stand-alone web page. Regardless of location, busy students appreciate having this information!
  6. Update any content open/close dates. Some faculty like to set items under the Lessons tab in Blackboard to automatically be hidden or revealed on certain dates/times.
  7. Set up your Blackboard Gradebook.
    • Before you set up your gradebook, decide if you want to use points or percentages. 
  8. Merge your course sections, if applicable.
  9. Send your students a welcome letter (either by e-mail, snail mail, or both!) that tells them:
    • The URL/location of the course
    • The URL/location of the syllabus
    • How to login (typically using their Central State Access Account user ID and password)
    • What materials they need to purchase and where they can get them
    • Who to contact if they need technical assistance (Resident instruction students should contact the IT Help Desk and online students should contact the Center for Innovation and Distance Learning when appropriate)
    • Reinforce course prerequisites - What are they? How necessary are the prerequisites? Will you enforce them?  

NOTE: We suggest that instructors send a class welcome letter out at least once per week through the first week or two of class in order to catch any late adds.


One Week Before the Class Starts (a.k.a. "Orientation Week)...

A standard practice for online courses is to give students an "orientation week"—access to the class one week before it officially begins. This practice enables distance learners to try out their Central State Access Accounts and to familiarize themselves with the class environment so that they will be comfortable and ready to learn on the first day of class.

  1. "Enable" your class
    By default, a new class section is "disabled," meaning that registered students will not be able to see it when they log in to Blackboard. As the instructor of record, you are responsible for "enabling" your class so students can access it (unless other arrangements have been made). NOTE: Students are automatically given access to your class as they register.
  2. Provide formal orientation materials to help your students get used to your class and the class environment.
  3. Hide select class materials from student view. (Optional)
    If there are materials that you are not ready to have students see, it is possible to "hide" materials in Blackboard
  4. Post a "welcome" announcement for your students. This should ideally go wherever you think your students will "land" when they first enter your course. Many faculty like to use the "Announcements" tool in Blackboard and/or e-mail for this purpose. (Include the name of the course in the title of your announcement.)
    • Need help? See Add a new announcement
    • If you imported your course contents from a previous Blackboard section, your announcements will have automatically been imported as well. See how to edit/delete and reuse your old announcements
    • All announcements will show up in your course and on the students Blackboard home page. For this reason, please remember to include the name of your course in the title of the announcement so students can see at a glance which course it is referring to.
NOTE: There are a few things we recommend that you mention in your welcome message:
  • Tell your students to begin the class by reviewing the syllabus and working through your class orientation materials...and provide directions for accessing those materials!
  • Remind them of the official class start date.
EXAMPLE:

Hello and Welcome to BUS 1500_07L!

This class will officially begin on Monday, January 13, 2015.

Meanwhile, feel free to familiarize yourself with the material in our class orientation. To get there, click on the "Lessons" tab (above), then click on the first link to the Class Content. On the left margin of the class website, you will see a menu box that says "Start Here!" Click on the Class Orientation link found in that box and away you'll go!          

You can always contact me with your questions and comments using the e-mail tool located under the "Communicate" tab above.

See you soon!          

- John Adams, class instructor


During the First Week of Class...

Most courses begin by asking students to post a self-introduction to a class discussion forum (typically in Blackboard) as a way to break the ice and begin to build a sense of community. This is also a great way for the instructor to get a feel for who the students are and what experience they bring to the class.

  1. Make your own "personal introduction" post to the class to get the ball rolling. In your post, tell students what information you would like them to include in their own introductions.
  2. Review the personal introductions that your students post to the class discussion forum and respond to each, or to the entire class in a single note, as a way of welcome.
  3. Summarize the postings for your class by posting a note to the appropriate discussion forum or send an e-mail to all students, sharing what you've learned about the class make-up and addressing their class expectations (e.g., "Several of you stated that you hoped to learn more about XYZ in this class. While we won't be covering XYZ specifically, we will address the more general issue of...")
  4. Contact students who have not yet accessed your Blackboard site. In Blackboard, you can easily see who has, and has not, accessed your class. If a student hasn't accessed the class yet, there may be a problem that needs your attention.

NOTE: When using Blackboard to send an e-mail to students who haven't accessed your class in Blackboard yet, you will want to be sure to send a copy to their Internet (non-Blackboard) e-mail address!

 


During Weeks 3 through 6 (or 25-50% into the class for non-standard offerings)

  1. Undergraduate Courses - Submit your Early Progress Reports. Early Progress Reports are formal e-mail alerts sent by instructors early in the semester to students who are earning grades below a C performance in one or more courses. Instructors use Blackboard to initiate these reports.
  2. Graduate Courses - Send an e-mail notice to low-performing students. It is an important retention strategy to notify students who are off to a bad start in your class! Send them a private e-mail letting them know their current grade and suggest strategies for improvement. Be sure to send your note to the student's non-Blackboard e-mail address, because if they haven't even logged in to your class yet, they won't see your note otherwise!

 


On a Daily Basis Throughout the Class...

How often you check the class is an individual decision, but you should let your students know, up front, how often they can expect to hear from you. Checking in at least once each business day and once over the weekend is a good way to keep in touch and to keep the e-mail and discussion forums from piling too high!

  1. Monitor the Class Discussion Forums
    See how to "Create a Discussion Forum."
  2. Monitor the class e-mail tool for new messages
    You have the option of forwarding a COPY of your class e-mail to your personal e-mail address. If you are new to Blackboard, and you want your email forwarded, see how to "Forward Blackboard Mail to a Non-Central State Address" (those directions work for Central State addresses, too).
    NOTE: You cannot reply to Blackboard class mail messages from outside Blackboard. You can only reply from within the class.
  3. Grade all assignments.  Students appreciate timely feedback on their assignments...and will let you know if they feel they are waiting too long! ;-)

On a Weekly Basis Throughout the Class...

Once a week (preferably on the same day each week) we recommend that you:

  1. Post a note to the class announcements area, telling students what you will be covering in the coming week and reminding them of any due dates.

    EXAMPLE: Check out these great weekly announcement examples:

  2. Update your class schedule with any new or revised due dates
  3. Summarize discussion forum conversations, since it can be hard to bring a close to those discussions and/or cull out the important points before moving on to other discussions!
  4. Consider holding online office hours
    Giving your students a chance to communicate with you in real-time can help build strong relationships and motivate students to fully engage in the class. Two popular options for conducting live office hours with geographically dispersed students are chat rooms (text-based discussions) and Adobe Connect (web conferencing) sessions. Just let your students know when and how to join your office hours!

 


At Mid-Semester...

  1. Gather mid-class feedback from your students

  2. Administering a mid-class evaluation is a great way to see how your class is going from a student perspective. There are several options for gathering this information.      

    • Create a Blackboard survey where you ask personalized, class specific questions.

  


Before the Class Ends...

  1. Encourage your students to complete the online survey.
    Research has shown that the biggest influence on whether a student completes an end-of-class survey is the instructor! So a note from you that encourages your students to complete the survey and that assures them that the information will be used to improve the class is important.       
EXAMPLE: "I hope that you will be able to find about 15 minutes to complete our class evaluation survey. We rely upon your anonymous feedback to guide our continuing efforts to make this class worth the time and money you (and in many cases, your employers) invest. Whether your feelings about the class are positive, negative, or mixed, please take a few minutes to let us know. A link to the survey can be found on your Blackboard profile page."

 


On the Last Day of the Class (and soon after!)...

  1. Post an end-of-class announcement to wrap-up to the class. Include a final request to complete the survey!

  2. Handle any deferred grade requests

  3. Remind students to download/print their work, if they desire. If the class utilizes an e-portfolio, recommend that students download a copy of their e-portfolio, especially if this is their last class in the program.

  4. Review and revise your course materials while everything is still fresh in your mind. Will there be a different instructor next time the course is offered? It would also be good to meet with that individual now to share your experiences.

Instructional Design Resources

Blogs

  • Big Dog, Little Dog Blog contains numerous posts on numerous Instructional Design theories and models.
  • Bozarthzone blog contains ideas and information on e-learning, training and development.
  • Cammy Bean's Learning Visions blog contains ideas and musing on Instructional Design and e-Learning.
  • Kapp Notes blog discusses issues concerning learning, e-learning and transferring knowledge to create a better understanding of learning design.
  • PsyBlog explores scientific research on how the mind works. The studies covered have been published in reputable academic journals in many different areas of psychology.
  • Learning Solutions Magazine is an online magazine about learning technology, strategy, and news.  

Free Books

Retrieved from http://elearningindustry.com/subjects/free-elearning-resources/ on 1//23/2013.

  1. Game Changers: Education and Information Technologies - An EDUCAUSE e-Book New models and new technologies allow us to rethink many of the premises of education—location and time, credits and credentials, knowledge creation and sharing. Institutions are finding new ways of achieving higher education’s mission without being crippled by constraints or overpowered by greater expectations. Game Changers, a collection of chapters and case studies contributed by college and university presidents, provosts, faculty, and other stakeholders, explores these new models.
  2. Theory and Practice of Online Learning - Athabasca University Awarded the Charles A. Wedemeyer Award by the University Continuing Education Association. The Charles A. Wedemeyer Award recognizes publications of merit that make significant contributions to research in the field of distance education.
  3. Emerging Technologies in Distance Education by George Veletsianos A one-stop knowledge resource, Emerging Technologies in Distance Education showcases the international work of research scholars and innovative distance education practitioners who use emerging interactive technologies for teaching and learning at a distance.
  4. Learning Perspectives - The MASIE Center (2011)
  5. Web 2.0 Tools in Education: A Quick Guide by Mohamed Amin Embi.  This book includes 20 2.0 Tools that you can use in Education.
  6. E-Learning: A Guidebook of Principles, Procedures and Practices by Prof Som Naidu, written for CEMCA.
  7. The Strategic Management of e-Learning Support by Franziska Zellweger Moser.  This book includes the research of three innovative American Universities with more than 50 interviews with key persons reflecting a wide variety of perspectives. In this research project the strategic management of e-Learning support at American research universities was studied.
  8. Michael Allen's 2012 e-LEARNING Annual by Michael Allen ("Don't Get Trapped by Your e-Learning Tools" by Allan Henderson).  This Annual offers a revealing discussion and debate, consisting of 27 papers from 30 authors, on the appropriate selection and implementation of technology for learning solutions. “By placing so many viewpoints together, Allen has made it possible to do the classic ‘compare and contrast’ that helps develop insights and identify possibilities and strategies that fit our particular circumstances,” explains Bill Brandon, editor of Learning Solutions Magazine for The eLearning Guild, in his book review. “The authors support all of the content with decision aids, tables, and figures that you will find useful not only for your own understanding, but also for explaining new concepts and ideas to others, including decision-makers”.
  9. Successful  e-LEARNING Interface: Making Learning Technology Polite, Effective & Fun by Michael Allen. (Only Chapter 2: Introducing the CEO of LID). This book will help you use your time and resources effectively to build the best e-learning experiences possible within your constraints. As with the other books in this series, this book is geared toward pragmatic application. It's direct and to the point: here's how to connect with your learners, how to empower learning to make the most of e-learning's capability, and how to orchestrate learning events for maximum impact: CEO—connect, empower and orchestrate.
  10. E-Learning Concepts and Techniques - University of Pennsylvania E-Learning Concepts and Techniques is a collaborative e-book project by Bloomsburg University of Pennsylvania's Department of Instructional Technology  students and guest authors. It was a project-based assignment for the online class, E-Learning Concepts and Techniques Spring 2006  and is dedicated in memory of Justin Bennett (1989-2006). It is also dedicated to those who love to learn as well as to those who inspire that love in others.
  11. Learning Strategies - The MASIE Center
  12. 52 Tips on Best Practices for eLearning Development and Implementation How can you develop and deploy eLearning quickly, efficiently, and with positive results? Which eLearning development and implementation methods work best and which methods are unreliable or ineffective? This complimentary eBook features 12 experts offering development and implementation tips on areas including Guidelines and Protocols, Making Tools Work for You, Engaging Your Team, and Reaching (and Teaching) Your Audience.
  13. CU Online Handbook - University of Colorado Denver. Do you currently teach online? Have you thought about teaching online but for some reason haven’t done it yet? Here at CU Online, we believe in the power of online learning. Whether you currently teach online or you are thinking about doing it in the future, we are here to help you sort through this process and we hope that this handbook might help you along the way. The boundaries between traditional face-to-face courses and completely online courses are beginning to blur. Therefore, as we move forward, we all must consider when, how, and why we integrate the tools that we do into our classrooms.
  14. Learning Perspectives - The MASIE Center (2010)
  15. Learning Spaces - An EDUCAUSE e-Book.  Space, whether physical or virtual, can have a significant impact on  learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.
  16. 62 Tips on Graphic Design, UI/UX Design, and Visualization for eLearning. Effective eLearning deliverables require more than just text and a few random graphics. Good graphic design, user interface (UI) design, and user experience (UX) design aren’t optional – they’re necessary to ensure maximum learner comprehension and retention. This complimentary eBook features 12 top professionals offering graphic design, UI, UX, and visualization tips on areas including Highlighting Learning, Aesthetic Considerations, and Tricks and Tools.
  17. Down-and-dirty Guidelines for Effective Discussions in Online Courses, by Joanna C. Dunlap.
  18. 65 Tips on Managing Projects and SMEs for eLearning. All the ideas in the world don’t matter if you can’t complete your eLearning project. This complimentary eBook features 11 top learning professionals offering tips on managing eLearning projects and SMEs, including Dealing with Stakeholders and Planning Your Project, Choosing and Managing Your Team, Effective Communication, Constraints and Challenges, and Quality Control.
  19. The Insider’s Guide to Becoming a Rapid E-Learning Pro by The Rapid e-Learning Blog.  One of the great benefits of rapid e-learning is the ability to create e-learning courses much faster and easier than ever before. However, going faster and making your job easier are not the only considerations. That’s where this free 46-page ebook by Tom Kuhlmann comes in.
  20. 53 Tips on Using the Cloud for eLearning  The cloud has tremendous potential in the eLearning world, but there are so many choices. Should you use a public or private cloud? How can you make the online experience more seamless? This complimentary eBook features 11 top eLearning professionals offering tips on areas including Planning, Cost, Content and the User Experience, and Support and Security.
  21. Protocols for Online Discussions, by Joanna C. Dunlap
  22. 58 Tips for Breakthrough eLearning Instructional Design This eBook draws on the ideas and experience of 14 Instructional Design experts who are leading sessions that are part of The eLearning Guild’s May 2012 Online Forum on “eLearning Instructional Design: Advanced and Breakthrough Techniques.” These tips will enhance the way you design eLearning.
  23. Designing Successful e-Learning by Michael Allen  (Only Chapter 7: Designing Outside The Box). "While its target audience is instructional designers, this book should also be required reading for all training managers seeking guidelines on implementing world-class training. Allen bridges the gap from theory to practice on both training and educational programs. His guidance is as applicable to classroom-based as it is to e-learning based training." by Patty Crowell, director, Global Education Services, LSI Logic
  24. Facilitation Online - The Center for Education Technology.  The guide contains the course model, week-by-week learning activities, general guidance to the course leader on how to implement and customize the course and specific guidelines on each learning activity. The latest version of the course manual includes several minor corrections and is dedicated to the memory of our co-author Jeanne Smuts who died on 28th July 2009.
  25.  75 Tips to Reduce eLearning Costs  In this eBook, eLearning Guild members reveal imaginative ways to cut eLearning costs, and share insights on how to optimize your resources to get the job done more efficiently and effectively, without sacrificing quality. See how others are doing amazing things with limited budgets, and how innovative cost-saving ideas can help you do more with less.
  26. Educating the Net Generation - An EDUCAUSE e-Book  The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up.This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.
  27. 701 e-Learning Tips - The MASIE Center  Thanks to The MASIE Center’s TRENDS readers and Learning Consortium Members, over 1000 e-Learning tips were received, analyzed, and categorized. These tips are from senior managers and training professionals from major corporations around the world. We have edited and compiled 141 pages and 14 chapters covering the ABC’s of getting started to global implementation strategies.
  28. Videoconferencing Cookbook - ViDe  Who are the Intended Readers? Members of the higher education academic and research communities, K-12 educators and technologists and workplace technology integrators.
  29. 65 Tips for Getting the Most Out of Your e-Learning Budget  This eBook on maximizing your e-Learning development budget demonstrates the ingenuity of our industry and our commitment to learn all-ways. You will find tips on enduring themes such as where to begin your e-Learning programs, getting the most from subject matter experts, lending your skills to other departments, and lessons learned the hard way.
  30. 144 Tips on Synchronous e-Learning Strategy + Research  The eLearning Guild conducted a survey of its members, asking for their favorite tips relating to strategies for effectively creating, managing, and using synchronous e-Learning. These tips will be useful to any designer or developer looking for best practices to incorporate into their own processes. This eBook is sponsored by Adobe Systems, Inc.
  31. Improving the Odds of Effective Collaborative Work in Online Courses by Joanna C. Dunlap
  32. The Instructional Use of Learning Objects  This is the online version of The Instructional Use of Learning Objects, a new book that tries to go beyond the technological hype and connect learning objects to instruction and learning. You can read the full text of the book here for free. The chapters presented here are © their respective authors and are licensed under the Open Publication License, meaning that you are free to copy and redistribute them in any electronic or non-commercial print form. For-profit print rights are held by AIT/AECT. The book was edited by David Wiley, and printed versions of the book are published by the Association for Instructional Technology and the Association for Educational Communications and Technology. If you find the online book useful, please consider purchasing a printed copy.
  33. The eLearning Guild's Handbook on Synchronous e-Learning  This FREE Digital Handbook on Synchronous e-Learning is intended for anyone and everyone who wants to produce, lead, or promote live, interactive learning events on the Web. It's packed with job aids, references, examples, and information to significantly reduce the amount of time required to produce online learning events. This eBook is sponsored by WebEx Communications, Inc.
  34. Learning Leaders Fieldbook - The MASIE Center
  35. My Most Memorable Teacher - The MASIE Center
  36. What Keeps You Up At Night - The MASIE Center
  37. 834 Tips for Successful Online Instruction  This FREE Digital Book is a wonderful collection of tips from 336 of your professional colleagues. Nowhere will you find a more comprehensive set of tips that you can use to improve your knowledge and skills in online instruction. This eBook is sponsored by WebEx Communications, Inc.
  38. In Search of Learning Agility  This publication deviates from the typical eLearning Guild eBook. We’re publishing it here because we believe that it contains a powerful and insightful view of the role educational technology plays in organizations. The central premise is that enduring competitive advantage must be built on organizational learning agility. This is a “must read” for managers and executives who are interested in aligning learning and training efforts and investments with larger business objectives.
  39. e-Learning Practices - Editor: Prof. Dr. Ugur Demiray
  40. e-Learning Survival Guide by e-Learning Queen (a.k.a Susan Smith Nash)  Everything you need to succeed in the wild world of mobile learning, e-learning, and hybrid college, K-12, and career courses.
  41. Web Teaching by David Brooks, Diane Nolan, and Susan Gallaghe

Bibliography

Retrieved from http://tti.montclair.edu/instructionaldesign/research_studies.html on 1/23/2013.

Online Teaching Basics

  • Aragon, S. R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 2003(100), 57-68.
  • Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-460.
  • Dykman, C. A., & Davis, C. K. (2008). Online education forum: Part two -teaching online versus teaching conventionally. Journal of Information Systems Education, 19(2), 157-164.
  • Gagne, R., Briggs, L. & Wager, W. (1992). The events of instruction. In Principles of Instructional Design (4th Ed.). Fort Worth, TX: IIBJ College Publishers.
  • Gagne, R., Briggs, L. & Wager, W. (1992). The outcomes of instruction. In Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.
  • Holmberg, B. (1986). Growth and Structure of Distance Education. London: Croom Helm.
  • Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-212.
  • Merrill, M. David. (2002). First principles of instruction. Educational Technology Research & Development , 50(3), 43-59.
  • Middleton, A. J. (1997). How effective is distance education? International Journal of Instructional Media, 24(2), 133-137.
  • Reiser, R, A (2001) A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
  • Reiser, R, A (2001) A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.
  • Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of e-learning in medical education. Academic Medicine, 81, 207-212.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. ( 2000). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Merrill (Prentice- Hall).

Role of an Online Instructor

  • Boettcher, J.V. & Conrad, R.M. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco CA: Jossey-Bass.
  • Bonk, C., Wisher, R. & Lee, J. (2008). Moderating Learner-Centered E-Learning: Problem and Solutions, Benefits and Implications. In L. Tomei, Distance Learning: Concepts, Methodologies, Tools and Applications, (pp. 536-561). Hershey, PA: Information Science Reference.
  • Palloff, P., & Pratt K., (2011).  The Excellent Online Instructor: Strategies for Professional Development. San Francisco: Wiley.

Characteristics of Online Students

  • Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education, 23, 39.
  • Gibson, C. C. (1998). Distance Learners in Higher Education: Institutional Responses for Quality Outcomes. Madison, WI: Atwood Publishing.
  • Hara, N., & Kling, R. (2001). Student distress in web-based distance education. Educause Quarterly, 3, 68-69.
  • Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
  • Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(20), 65-77.

Online Interactions/Communication

  • Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, VA: Stylus Pub Llc.
  • Clark, R.C. & Kwinn, A. (2007). The new virtual classroom: Evidence-based guidelines for synchronous learning. San Francisco, CA: Wiley & Sons, Inc.
  • Hillman, Daniel C. A., Deborah J. Willis & Charlotte N. Gunawardena (1994). Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners. The American Journal of Distance Education, 8(2), 30-42.
  • Mehrabian, A. (1969). Significance of posture and position in the communication of attitude and status relationships. Psychological Bulletin, 71, 359-372.
  • Moore, M.G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
  • Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
  • Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.

Online Learning Community

  • Beer, M., F. Slack, and G. Armitt. 2005. Collaboration and teamwork: Immersion and presence in an online learning environment. Information Systems Frontiers 7 (1): 27-37.
  • Bonk, C., Wisher, R. & Nigrelli, M. (2004). Learning communities, communities of practice: Principles, technologies and examples. In K.Littleton, D.Miell & D. Faulkner (Eds.), Learning to collaborate, collaborating to learn, (pp.199-219). Hauppauge, NY: NOVA Science Publishers.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
  • Palloff, R.M. and Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
  • Richardson, J. C., & Swan, K. (2003). Examining Social Presence in Online Courses in Relation to Students' Perceived Learning and Satisfaction. Journal of of the Asynchronous Learning Network, 7(1), 68-88.
  • Rourke, L., Anderson, T., Garrison, D. R. & Archer, W. Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50-71, 2001.

Online Teaching and Learning Assessment

  • Brew, L. S. (2008). The role of student feedback in evaluating and revising a blended learning course. Internet and Higher Education, 11, 58-105.
  • Gaytan, J & McEwen, C. B (2007). Effective Online Instructional and Assessment Strategies. The American Journal of Distance Education, 21(3), 117-132
  • Robles, M., and S. Braathen. (2002). Online assessment techniques. The Delta Pi Epsilon Journal 44 (1): 39-49.
  • Russell, J., L. Elton, D. Swinglehurst, and T. Greenhalgh.(2006). Using the online environment in assessment for learning: A case-study of a Web-based course in primary care. Assessment and Evaluation in Higher Education 31 (4): 465-478.
  • Stiggins, R., and J. Chappuis. 2005. Using student-involved classroom assessment to close achievement gaps. Theory Into Practice 44 (1): 11-18.
  • Wilson, H. W. (2004). Continuous assessment: Guaranteed learning? Distance Education Report 8 (12): 6.

Innovative Use of Technologies for Online Teaching

  • Orrill, C.H., Hannafin, M.J., Glazer, E.M. (2004) Disciplined inquiry and the study of emerging technology In D.H. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology, 2nd Ed. (335-353). Mahwah, NJ: Lawrence Erlbaum.
  • Wiesenberg, F., & Hutton, S. (1996). Teaching a graduate program using computer-mediated conferencing software. Journal of Distance Education, 11(1), 83-100.

Instructional Design Considerations/Best Practices for Online Teaching

  • Bailey, C. J., & Card, K. A. ( 2009). Effective pedagogical practices for online teaching: perception of experienced instructors. Internet and Higher Education, 12, 152-155.
  • Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. Washington DC: Washington Center News.
  • Clark, R.C. & Mayer, R. (2008). E-Learning and the science of instruction: Proven guidelines for consumers of multimedia learning, 2nd Ed. San Francisco, CA: Wiley & Sons, Inc.
  • Cornelius, F., & Glasgow, M. E. S. (2007). The development and infrastructure needs required for success-one college’s model: Online nursing education at Drexel University. TechTrends, 51(6), 32-35.
  • Duffy, T. M. and J. R. Kirkley (2004). Learner-centered theory and practice in distance education: Cases from higher education. Hillsdale, NJ: Lawrence Erlbaum.
  • Hanna, D.E., Glowacki-Dudka, M. & Conceiçáo-Runlee, S. (2000). 147 practical tips for teaching online groups. Essentials of Web-based education. Madison, WI: Atwood Publishing.
  • Ko, S. & Rossen, S. (2010). Teaching online: A practical guide. New York: Routledge.
  • Morris, L. V., & Finnegan, C. L. (2008-2009). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention, 10, 55-64.
  • Schiffman, S.S. (2010). Instructional Systems Design: Five views of the field. In G.J. Anglin (Ed.), Instructional Technology: Past, Present, and Future 3rd ed. (pp. 131-142). Englewood, CO: Libraries Unlimited.
  • Solomon, Gilly (2000). E-Moderating: The key to teaching and learning online. London: Kogan Page, Ltd.
  • Sosulski, K., Vai, M. (2011). Essentials of Online Course Design: A Standards-Based Guide. New York: Routledge.
  • Weiss, R. E., D. S. Knowlton, et al. (2000). Principles of effective teaching in the online classroom. San Francisco, CA:Jossey-Bass.

 

Online Program Liaison (Department Heads)


For an university our size it seems to make sense that the department head would serve as a program’s liaison between the
sponsoring academic unit and the Center for Innovation and Distance Learning. This individual would be responsible for
collaborating effectively with their faculty and the instructional design team and must
demonstrate the ability to work with them on an administrative and instructional level as
needed. As someone who is expected to be highly qualified in their academic discipline the liaison would
also demonstrate the ability to help the university's online learning effort as described below.

• Partner effectively with the learning design team in the development of the online
program
• Oversee day-to-day program operations
• Serve as an advocate for the program with both internal and external audiences
• Collaborate closely with the learning design unit to ensure program goals are being
addressed in all course development efforts
• Work with the learning design unit to suggest and adjust program and
course enrollments as needed
• Monitor program retention and respond to related concerns
• Oversee a regular revision process for the program’s courses
• Coordinate professional development and mentoring program faculty as needed
• Assist online instructors with locating the resources they need to support their teaching
• Supervise online instructors within the program as appropriate
• Support the learning design unit in the enforcement of course-level adherence to the
Central State Quality Assurance e-Learning Design Standards
• Coordinate the program’s faculty peer review process
• Coordinate student course and program review process
• Be eager to share ideas and collaborate with other department heads

Online Course Author

Guidelines for Selecting an Online Course Author

The author of an online course is responsible for successfully developing online course content and
related activities and assessments with the support of a learning design team. The course author should
be highly knowledgeable about the subject matter for the specific course that s/he is assigned to
develop, keep current with research in that area, and be able to incorporate pedagogical principles and
instructional strategies.

The course author will:

• Partner effectively with a learning design team in the development of the online course
• Create course materials and activities that consider the needs of adult and distant learners while
addressing the needs of traditional students
• Be eager to share ideas and collaborate with others
• Possess excellent written and verbal skills (requesting writing samples is highly recommended)
• Have the capacity to write in a conversational tone that is in the active-voice, lively, engaging and
incorporates humor where appropriate
• Appreciate the time and energy required to produce online course materials
• Appreciate and use the instructional design process in creating an online course
• Be willing to learn and incorporate learning strategies to make content more engaging and
effective
• Effectively develop course objectives and explain concepts, principles, procedures, etc.
• Be accepting of feedback, constructive criticism, and new ideas
• Be comfortable with computer-based technology and be willing to learn about new technologies
• Possess excellent organizational skills
• Manage time effectively, meet scheduled deadlines, and produce a completed course within a
specified time period
• Be self-motivated with a strong interest in exploring new ideas and trying new things
• Work within a schedule and meet stated deadlines
• Comply with relevant plagiarism and copyright guidelines

Online Instructors

Guidelines for Selecting an Instructor for an Online Course

As with a course that is taught in a traditional classroom environment, the online instructor is
responsible for providing an educational atmosphere where students have the opportunity to achieve
academic success in accordance with University, college, and departmental policies. Teaching in an online
environment, however, can be considerably different in nature than teaching face-to-face. Most
importantly, course content is typically developed in advance of the course’s start date. In effect, the
“lecturing” has already been done! This leaves the role of the online instructor to shift focus from “the
sage on the stage” to “the guide on the side.”

Like instructors who teach in the face-to-face classroom, online instructors are expected to be highly
knowledgeable about the subject matter for the specific course that s/he is assigned to teach, and
maintain expertise in the subject area. When selecting an online instructor, one should also consider
faculty who they feel would thrive in the online classroom.

Online instructors should demonstrate mastery of the following characteristics within the context of the
online classroom environment:

• Be aware of the unique learning needs and situations of both traditional age and adult learners,
providing an educational experience that is appropriate for both
• Demonstrate sensitivity to disabilities and diversities including aspects of cultural, cognitive,
emotional, and physical differences
• Attend to the unique challenges of distance learning where learners are separated by time and
geographic proximity and interactions are primarily asynchronous in nature
• Promote and encourage a learning environment that is safe, inviting, and mutually respectful
• Support student success by promoting active and frequent dialog and interaction among all
members of the class
• Possess excellent written and verbal skills (requesting writing samples is highly recommended)
• Manage time efficiently while handling a continuous workflow that includes responding to
student inquiries and providing feedback on student work in a timely manner
• Monitor each student’s progress toward course goals through active tracking, providing
mediation and direction as needed
• Attend to student feedback and make adjustments to teaching style and course expectations
where necessary
• Effectively mediate course-related student conflicts
• Be comfortable and competent with computer-based technology, including mastery of basic
computer operations and the teaching and administrative aspects of the course’s learning
management system

As part of the hiring process, one may want to consider requesting a portfolio of an individual’s work to
provide evidence of the above competencies. These items could also serve well as the basis for
interview questions. In addition, it may be helpful to the interviewee to see copies of any contractual
agreements that would ultimately govern the position, as well as examples of the type and quality of
courses that they would be expected to teach.