November 9 – 13, 2020 is National Distance Learning Week (NDLW). In association with NDLW, the United States Distance Learning Association (USDLA) is offering free webinars on a variety of topics related to online teaching and learning. A few other organizations are offering free webinars during NDLW as well.
For more information on the activities and to register for the webinars visit NDLW 2020.
Today's guest post is from Karen Nichols, Distance Education Coordinator in Xavier's Center for Continuing Studies & Distance Education
In 2015, I gave a presentation in CAT which included Netiquette Rules for faculty to apply in their discussion board posts and email correspondence with their students. The suggestions were fairly common sense:
- Be polite, respect others’ opinions
- Don’t use slang or vulgar or texting language
- Be careful using humor and sarcasm as they don’t always come across correctly in written form
- DON’T USE ALL CAPS—IT LOOKS LIKE YOU’RE SHOUTING
Fast forward five years later and we have a whole new layer of Netiquette Rules for live video conferencing. Meredith Hart just posted a blog last week sharing video conferencing etiquette. Here are her tips:
Video Conferencing Etiquette
- Mute yourself when not speaking.
- Be on time.
- Ensure your technology works correctly.
- Use technology to fully engage remote participants.
- Choose the proper software and hardware.
- Wear work-appropriate clothing.
- Frame the camera correctly.
- Have the right light.
- Look into the camera.
- Pay attention.
Let’s discuss a few of the tips.
- Wear work-appropriate clothing. I’ve taught online for over 25 years and even now, when I have virtual office hours, I put on make-up, wrap a scarf around my neck (I am a French instructor after all), and put on a pair of earrings for my students. They don’t have to know that I’m still wearing my slippers, but I want them to know I made the effort for them, even if they are online in their pajamas and wrapped in a blanket.
- Frame the camera correctly. This pertains to both you and your surroundings. Zoom allows you to check what others will see before you join the meeting. How do you look? Is the camera pointing up your nostrils or at your left ear? What do you see in the background? Everyone has been commenting on me in my big easy chair (with a floral curtain pattern behind it). I don’t have zoom meetings against my huge bookshelf with my artwork and urns of my deceased pets lined up. While comforting for me, they may not be to everyone else’s taste.
- Have the right light. This is something I struggle with. I wear eyeglasses and too much light causes reflections in the lenses and it’s hard to see my eyes. Too little and you can’t see my face well. That’s a work in progress for me.
- Look into the camera. This can be tricky if people are sharing screens but try not to be looking off in the distance at your television or out your window at the squirrels playing.
- Pay attention. Yes, it’s so easy to be distracted while at home. How many of us have had to quiet barking dogs or children coming in to ask questions while we are on a zoom conference? But do your best to stay focused on the meeting at hand and to stay in the present moment and try not to multi-task too much—stay engaged, especially if you’re online with the students.
- This one is most important and not on the list but should be. Be forgiving of yourself and each other when mistakes are made. We have all been asked to accomplish a great deal in a short space of time, and no one can be expected to be an expert immediately.
Continue to take care of yourselves and your families. #KeepTeachingXULA
The good people at D2L Brightspace are offering a webinar on the use of contemplative pedagogy in an online course. No cost. Details below.
From Mitchell Deleplanque of D2L Brightspace:
According to the Contemplative Pedagogy Network, students can form deeper relationships with their peers, their communities, and the world around them when they are encouraged to connect learning to their own values and sense of meaning.
Don’t miss out! Join us on December 10, 2019, for a webinar featuring Karen Nichols and Bart Everson from Xavier University of Louisiana. Our presenters will share how they are integrating contemplative exercises in their mentor-training program.
Participants will receive a link to exercises, resources, and a bibliography.
November 4-8, 2019 is National Distance Learning Week (NDLW). In association with NDLW, the United States Distance Learning Association (USDLA) is offering free webinars on a variety of topics related to online teaching and learning. A few other organizations are offering free webinars during NDLW as well.
For more information on the activities and to register for the webinars visit NDLW 2019.
Being prepared is a must for teaching online. In addition to using better practices for online teaching you should be thinking about how to deliver your online course for maximum success while avoiding the 7 deadly sins of online course design.
In an IDDblog blog post, Alex Joppie listed a few tips for keeping your online course running smoothly. I’ve combined his tips with a few of my own to provide you with suggestions to help your online course run smoothly. Those suggestions are as follows:
Before the semester starts—touch base with your students
Send an email to your students before the first day of class. In your email,
- Make sure students know they’re enrolled in an online class. Some students take online classes because they think it will be easy. When in fact, some students struggle in online courses because they do not have the skills to be self-directed learners. You should let the students know that online classes take time and self-discipline.
- Inform them of technology requirements, textbooks, and other required materials. This will help them hit the ground running.
- Let the students know when your Brightspace course will be available.
- Let the students know you’re there. This email can also serve to ensure to students that even though the entire course is going to facilitated by computers and networks, that there is a human being involved who cares about their success.
- Make sure they got the email (and read it). Ask students to respond to the email. You may need to pursue other means of communication if a student doesn’t seem to be getting your email.
Additionally, take advantage of intelligent agents to automate sending email.
The first week—setting the tone
Follow these steps to set a healthy culture for the course and make sure everyone gets off to a good start.
- Make sure students log in to your course. Use the Class Progress Tool to check to make sure everyone has logged in sometime within the first few days of class.
- Create a welcome video for your course. Using a short video clip of yourself helps the students to have a picture of you in their mind. This video will help you to become a “real” person to your students.
- Add a profile picture to humanize your course. Humanized learning increases the relevance of course content and improves students’ motivation to log-in to your course week-after-week. Your profile picture will create an inviting space for your students.
- Create a more personalized learning environment in your course by using Replace Strings. Replace Strings allow you to create personalized messages for your students. A personalized welcome message, for example, will make your course feel more inviting to your students.
- Be active in introductory discussions. Your introductory discussions will set the tone for the entire course. Make sure there’s a positive culture in your discussions by being engaging in the first one.
- Encourage students to select their Brightspace personal preferences by configuring their account settings and notifications. Also encourage students to use the Brightspace Pulse app to keep up with critical and timely course related information and assignments.
- Utilize the Brightspace Class Progress, Completion Tracking, and Checklists tools to help students stay on track. Students are more likely to be successful in an online course when they check-in regularly and keep up with their coursework. If a student falls behind early, they may never catch up.
- Give your students an anonymous survey to get feedback from them on how the course is going. Do this sometime after you feel your students should have gotten a sense of the rhythm of the course but you still have time to make meaningful course corrections based on the feedback. This is especially important the first time you teach a new course.
Every week—the routine
Provide students with weekly communications that recap the previous week’s activities and prime students for the following week:
- Highlight insightful discussion posts – Draw students’ attention to important points made by their classmates. It’s positive reinforcement for students and shows that you’re engaged.
- Respond to gaps in student learning – Did everyone miss a question on the quiz, or skip over an important point in a discussion? If so, address it.
- Contextualize the week’s main topics – Tie the week’s activities back to the learning goals of the course. Why is what we did this week important?
- Prime the students for the next week’s main topic – Give some context about why they should care about what’s coming up next.
Consider presenting your weekly communications in the form of video announcements. Doing so will give your students more exposure to you as a "real" person speaking to them while giving them a presentation of material or virtual tour of the week's lesson.
Here are a few more ideas to keep your online course interesting.
End-of-semester evaluation—develop your teaching persona
- An end-of-semester evaluation is a good opportunity to get feedback from your students to help you develop your teaching persona. Getting a “learner-sighted” view of the course-experience can add to your understanding of the learning environment, including aspects of your teaching persona that have framed it.
Studies show that students withdraw from online courses at a higher rate than in face-to-face courses. There are many reasons for students withdrawing from an online course. Some reasons are beyond the instructor’s control. Educators do not like to see students withdraw from courses for the wrong reasons. The suggestions in this blog post will help you to improve retention and reduce attrition by making sure that your students are prepared, that they get off to a good start, and that they’re engaged.
Image credit: image by Clker-Free-Vector-Images from Pixabay
In a US News and World Report article, Ian Quillen identified six signs of a bad online instructor. The list included things like a syllabus that is unclear, no set timetable for responding to emails, and simply converting print resources used in the face-to-face class. Ian’s article was intended to help students access the quality of an online class and be able to withdraw if necessary. However, this list can also be used to help online/hybrid instructors recognize where their course may be in need of improvement.
Additionally, we developed an online teaching resource to help faculty develop or improve their online and hybrid courses. Check out our updated CAT+FD Online/Hybrid Teaching Resources and let us know what you think.
November 5-9, 2018 is National Distance Learning Week (NDLW). In association with NDLW, the United States Distance Learning Association (USDLA) is offering free webinars on a variety of topics related to online teaching and learning. A few other organizations are offering free webinars during NDLW as well.
For more information on the activities and to register for the webinars visit NDLW 2018.
Managing your time when teaching an online class can be a bit of a challenge. How do you manage time when there are no set course hours and when the classroom is open twenty-four hours a day, seven days a week? Online instructors need to develop effective time management behaviors to be efficient and not just busy.
In a Faculty Focus article, Dr. Deborah A. Raines shared ten strategies she uses to manage her time. Those strategies are:
- Roll call – Take attendance on the first day. A simple discussion board with a response of “I’m here” alerts you to who has not found the classroom site.
- Syllabus quiz – Give a syllabus quiz during the first week. This quiz provides an opportunity for students to experience the online testing environment and provides an incentive for students to read the syllabus and other important information.
- Ask the class – Create an “ask the class” discussion area where students can ask general questions and encourages students to respond to each other.
- To-do list – Create a to-do list as the first item in each module. This item provides an introduction to and guidelines on how to approach the material in the module.
- Establish rules and expectations – Disseminate clear and consistent rules and expectations such as when to turn in assignments, the beginning and ending date of units, turn-around time for responses to questions or feedback on assignments.
- Private office – Create a dropbox or private journal function for students to communicate with you on confidential matters.
- Roadmap to success – Write a clear and concise document of student expectations, responsibilities and accountability for learning.
- Take advantage of tools and technology – Use online tools within the learning management system such as student tracking, testing automation, self-grading or rubrics added to assignment dropboxes, to increase your efficiency. In general, handle each item only once—if you open an item, do something with it, don’t just peek and plan to come back later.
- Establish a routine – Set your schedule. Get in the habit of going to your online courses at consistent times and know what you are going to do while at the course site.
- Don’t re-invent – Use existing resources. There are a number of quality learning activities available on the web. Using existing resources can reduce the time needed to develop similar materials.
For more information you can read Dr. Raines’ blog post Be Efficient, Not Busy: Time Management Strategies for Online Teaching.
Photo credit: time is money by ewvasquez2001 | CC BY 2.0
One key to a successful online course is instructors’ ability to manage their online classroom. Yet many online instructors don’t realize that the best practices in traditional environments should not be discarded simply because the participants are interacting online. The students still need to be managed as a cohesive group of learners.
In an Edutopia article, Heather Wolpert-Gawron provided suggestions for successfully managing online classes. The article was written with a K12 audience in mind. However, her suggestions can be used in a higher education environment as well. Heather’s suggestions for successfully managing your online class are:
- Build an engaging online environment. Build an online environment where students want to come back week-after-week.
- Build community. By building community right from the get-go and encouraging it throughout the course of the class, you’ll save yourself from some issues later on.
- Curate answers in an organized way. Find ways to curate resources and responses to questions so that participants can find them easily. Consider a Q&A discussion forum or develop FAQs.
- Be present. Make sure students know you are present in the course.
- Establish norms for office hours and video conferencing. Have a dress code when meeting virtually (e.g., no pajamas if you are participating via webcam). How should students ask questions without interrupting the current speaker?
- Don’t group randomly. Create group assignments where students can self-enroll and other assignments where students are randomly assigned to groups.
- Teach about plagiarism. Use strategies to ensure the student’s work is original or cited.
- Don’t shy away from difficult conversations. Stay on top of issues as they arise.
- Use various means to contact participants. Contact small groups of students and also the whole class routinely, but know when it’s time to do a behind-the-scenes intervention and email a participant directly.
For more details on Heather's suggestions for online classroom management, you should read this Extending Classroom Management Online article.
Additionally, check out these CAT FooD blog posts related to online teaching:
Taking an online course can be an isolating experience for students, but it doesn’t have to be. Humanized learning increases the relevance of the course content and improves students' motivation to log-in to the course week-after-week.
Are you looking for ways to humanize your online course? Check out this Humanizing Tool Buffet developed by Teaching and Learning Innovations at CSU Channel Islands. In the buffet, you will find a collection of emerging tools just right for humanizing your online course. Peruse the buffet, click on the links, and sample what looks intriguing and helpful to you!
Image credit: image by Gundula Vogel from Pixabay