Course Description

Introduces the essential concepts and skills to effectively teach online courses. Explores the topics of designing and managing online courses, assessing online students’ knowledge and skills, facilitating online student collaboration and communication, and establishing a supportive online learning community.

  

Professional Standards

This course adopted The California State University’s Quality Online Learning and Teaching framework: 

• Section 1: Course Overview and Introduction 

  • 1.1 Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components, such as syllabus, course calendar, assignments, and support files.

  • 1.2 Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture of the instructor.

  • 1.4 Online etiquette expectations for various forms of course communication and dialog (e.g., chat, "hangout," email, online discussion) are presented and clear to the student.

• Section 2: Assessment of Student Learning

  • 2.1 All student learning outcomes are specific, well-defined, and measurable.

  • 2.2 Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments.

  • 2.3 The learning activities (including graded assignments as well as ungraded activities) promote the achievement of the student learning outcomes.

  • 2.4 The assessment instruments (e.g., rubrics) are detailed and appropriate to the student work and respective outcomes being assessed.

  • 2.5 Throughout the semester, instructor provides multiple opportunities to give feedback on student learning.

  • 2.6 Periodically, instructor solicits feedback from students regarding their learning and potential improvements that may be made to the course.

• Section 3: Instructional Materials and Resources

  • 3.3 Instructor articulates the purpose of each instructional material and how it is related to the course, activities, learning objectives, and success of the student.

  • 3.5 There are a variety of instructional material types and perspectives, while not overly relying on one content type such as text.

  • 3.6 Modeling academic integrity, instructor appropriately cites all resources and materials used throughout the course.

• Section 4: Student Interaction and Community

  • 4.1 At the beginning of the course, instructor provides an opportunity for students to introduce themselves to develop the sense of community.

  • 4.4 Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement.

  • 4.5 The modes and outcomes for student interaction are clearly communicated.

• Section 5: Facilitation and Instruction

  • 5.1 Instructor helps identify areas of agreement and disagreement on course topics.

  • 5.3 Instructor actively strives to keep course participants engaged and participating in productive dialogs.

  • 5.5 Instructor helps focus discussions on relevant issues.

  • 5.6 Instructor provides feedback in a timely manner.

 

 

Artifacts and Reflections from Course

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