Excerpts taken from the ESC Region XI "Online Teaching and Learning" online course Connie Swiderski, cswiderski@esc11.net Instructor Feedback and Course Management Tips: By setting clear expectations, the instructor can avoid disgruntled students who take a class that does not meet their needs. 1) When the student registers for the class, email an article on organization and what it takes to be successful in an online classroom. This might be helpful. Carefully crafted, comforting, encouraging, stimulating ambition to complete this course can be expressed in a Welcome letter and should sent via email. This ensures that a communication vehicle is in place before the course starts. Additionally, it allows all students to get their passwords and resolve technical difficulties in advance. On the day the class starts, the instructor could send an email to all students welcoming them to the first day of class, explaining how the course web environment works (that is, where to go once they get online), and what to do if they are experiencing technical or enrollment difficulties. In addition to welcome letters, instructors should provide information on textbook requirements and where to purchase these online. Ideally, they could provide links "to an online bookstore" in the course materials. 2) The instructor could create a streaming-video welcome. This provides some personalization of the instructor for the students. However, for students who do not have the capability or resources to download and play streaming video, it essential to provide a picture and text transcript of the welcome video. 3) Create rapport-building activities to begin the course, and during the course. Show sincere interest individually, ask for autobiographic paragraph/s, make the student feel he or she is not merely a number; this is one of the easiest ways an instructor can actually "see" who has not participated. While it may seem these are overdone for those of us in multiple classes, it can be a fun and refreshing start to an online experience for most. If a course operates during a festive season, email festive wishes to student. The objective is to have the student become “connected” with other classmates and/or the instructor. One of the initial assignments could be to pair the students up and complete an interview of one another. Then have the students comment on the interesting information they have reported. 4) Provide students with a structured online syllabus illustrating when the assignments are due. In a cohort class, there is a need to have things due regularly to keep students organized and on a set pace. Times when the teacher is available for direct contact by phone should be clearly stated on the course information pages. Turnaround times for email messages and course assignments should figure in these details as well. Both these elements offer further reassurance to the student that an appropriate and well-organized support structure is in place. 5) The instructor should send out bi-weekly email to students verifying student's progress. 6) If students are consistently late, or not turning assignments in at all, then send an email expressing your concern and give them a gentle nudge to catch up and start completing assignments. 7) Provide threaded discussion areas so that students can discuss with their peers the course material. 8) Open a "coffee shop" so that students can freely discuss issues and life. This will help to foster a sense of community. 9) Allow students the opportunity to complete independent projects if they wish - provide a list of topics with options for more. Allow them to share their work with the class. 10) Prepare some optional group project(s) for students to complete as well. 11) Offer options for students who may be falling behind; pay an administrative fee in order to finish the course material late. 12) Have a guest speaker(s) at points in the class. Offer the opportunity for students to participate. If some students are unable to attend, provide a video copy and/or a written transcript. 13) Have students keep a weekly log in which they talk about their progress, what they really are enjoying and what may be giving them a problem. The instructor would follow up with a response so the students are aware that he/she is actively involved in the learning process. 14) Be accessible but not dominating online. Overall, throughout the entire duration of the class, the instructor needs to play a significant role in this learning process. It is very easy for a student to fall behind or even disappear when he/she feels as if the instructor does not read their comments and appreciate their participation. The instructor needs to be as involved, if not more, than the student. 15) Monitor every student's activity in a class. A way to keep students on track and involved is to require participation a specified number of times a week, where the sections are broken down into smaller units. If the instructor does not hear from a student after a couple of weeks, then the instructor should initiate contact with the student, either by email or a phone call, to see if things are okay. Once a student gets behind in a class (either online or f2f), they are more apt to drop or fail. Counseling is a big part of helping students succeed and is part of the responsibility of professional educators. 16) Make frequent contact. 17) Acknowledge submitted assignments promptly. 18) Given the relatively new mode of online learning, sometimes we have to hold our students' hands, either by offering an Internet 101 course available free on the Internet, or by walking the student through the login process (telephonically). Many institutions offer this in the form of tech support, but it may be better/more effective for the instructor to initiate the help process personally, and then advise the student about the technical help desk aspects. 19) Follow up on mutual emails. 20) Provide necessary, short tutorials to bridge knowledge gaps. 21) Prompt your learners to use textual cues when they're interacting with you and each other. Create a space that is safe for all participants. While everyone plays a role in creating and maintaining a safe learning space online, you are the space's guardian. 23) Be sure to encourage learners to share their expertise. Be sure as well to emphasize learning how to learn, and to create mechanisms to help participants share what they've learned with each other. 25) Be a coach and cheerleader 26) Be proactive to the content of the module and the directives Student Contract This course is copyright 2001/2002 to the Education Service Center Region XI. All rights reserved. Materials in this course may not be reproduced electronically or optically without express permission from the copyright holder. | ||