A list of resources to help faculty in his endeavor to teach online courses.

Blackboard Exemplary Course Program Rubric – The Blackboard Exemplary Course Program (ECP) recognizes course creators whose courses demonstrate best practices in four major areas: Course Design, Interaction & Collaboration, Assessment and Learner Support. Courses are evaluated by a peer group of Blackboard clients using the ECP Rubric.

Buenas Prácticas de e-Learning – Esta obra tiene por objetivo ofrecer un análisis detallado sobre el actual estado del e-learning e identificar las futuras tendencias de este sistema de enseñanza. El libro está estructurado en tres partes:

• Tendencias en materia de e-learning.
• Modelos de buenas prácticas.
• Proyectos Europeos.

A lo largo de sus capítulos desarrolla en profundidad temas concretos de gran impacto en el e-learning presente y futuro, como son la normalización y consolidación en el uso de las TIC, las plataformas de teleformación y hermanamiento electrónico, la formación del profesorado y promoción del e-learning, o el e-learning 2.0.

Checklist to assess quality of an online course – This free checklist can be used to help assess the quality of off-the-shelf e-learning course you are currently developing or the quality of e-learning courses on your LMS. Some of the checklist inclusions relate to ‘hygiene’ matters, such as congruence of color, navigation, font, etc. These are important matters as they reduce the cognitive effort required of the learner to interpret what’s on the screen. Other checklist inclusions relate to learning design. Developed by http://www.elearningacademy.com.au/blog/2013/05/a-checklist-for-quality-elearning-courses

Course Evaluation – ideas presented include:

• Instructors should evaluate the quality of their teaching in order to improve it.
• Instructors should know if the students are learning what they should learn.
• Instructors should know if the course fits into the goals of the department.
• Good course evaluation is important in promotion and tenure processes.

© 2007-2010, The Pennsylvania State University.

Developing Course Objectives – Objectives describe what learners will be able to do at the end of instruction, and they provide clear reasons for teaching. When writing objectives be sure to describe the intended result of instruction rather than the process of instruction itself.

Designing Modules for Learning – The focus of this article is the design of modules which form part of programmes in higher education. In the context of this resource,  a module is considered to be a self contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment.

Modules are not developed in isolation, but within a course or programme structure, and the process is informed by the external national qualifications framework and where relevant, professional body requirements. Thus, internal and external factors must be taken into account at the planning stage. In terms of designing modules, we would argue that there is a need for a planned integrated approach to the process with the focus on the learning of the student. We would suggest that academic staff can begin the process not by focusing on the content of the module and how they intend to teach it, rather by focusing on the quality of learning that can be achieved by their students.

Faculty Self Assessment for Online Teaching – The Faculty Engagement subcommittee at Penn State worked on a faculty self-asssesment for online teaching.  Carol McQuiggan, an instructional designer at Penn State Harrisburg who manged the process, presented the faculty survey and its results at the SLOAN-C conference in Orlando in November of 2008. This tool is now available for individuals to use as a self-assessment for their readiness for online teaching. Try the Tool

Factors Influencing Faculty Use of Technology in Online Instruction: A Case Study – Online education has become a staple of higher education institutions. A survey conducted by the Sloan Foundation, it was found that over two-thirds of higher education institutions were offering a variety of online courses and programs.  According to Allen and Seaman (2008), over 20% of all students took at least one online course in 2006 and this is projected to continue to increase over time.  However, observations at a specific urban university in the mid-west, shows vast variation in terms of faculty who choose to utilize online instructional technologies and a significant lag in desired online development.  With the importance of online instruction, the question was asked was “how can an institution encourage their faculty members to move forward with online instruction?”  This article outlines the answer to that question by determining what factors were found to influence a faculty member’s decision whether or not to integrate online technologies into his or her course.  The factors considered centered on areas such as: 1) perceptions of online instruction, 2) past experience with online technologies, and 3) specific experiences at the university.  These findings, as well as the initial strategies developed to increase faculty participation in online instruction are discussed in the article.

Instructional Design Models and Methods - There are multiple instructional design models and instructional methods that have been developed and implemented over the years. Instructional designers use instructional design models, methods, and theories as a base for online course design and delivery. These instructional methods act as a compass to design for instruction. Some of the most commonly applied and practical instructional design models, instructional methods and theories are discussed.

Instructional Strategies: What Do Online Students Prefer? – This study examined student opinions and preferences regarding the impact of six varied instructional  strategies in  an  online  graduate  curriculum  course.

Instructional Strategies for Online Courses – Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning styles or a combination of styles, online educators should design activities that address their modes of learning in order to provide significant experiences for each class participant. In designing online courses, this can best be accomplished by utilizing multiple instructional strategies. Teaching models exist which apply to traditional higher education learning environments, and when designing courses for the online environment, these strategies should be adapted to the new environment.  Read more…

Implementing Kolb’s Learning Styles into Online Distance Education - this article investigates the application of Kolb’s (1984) theory of Experiential Learning to online distance education. Specifically, there are three main objectives: (1) present Kolb’s Learning Style research and Experiential Learning theory and justify its use in online education,  (2) provide a critical evaluation of learning style research in online learning environments, and (3) demonstrate how to consider student learning styles in online distance education via a fictitious online distance education course in educational psychology.

Online Course Evaluation: Literature Review and Findings -  Report offers a summary of the validity and reliability of course evaluations, online vs. paper course evaluation, student perceptions of course evaluations, effects of allowing students access to course evaluation data and recommendations for improving response rates.

The Nature of Online Instruction – A course, is a course, is a course! Whether designing a traditional course or one delivered electronically, the same methods, procedures, and care that is taken to produce content. The traditional description of an online or electronic-based course is that of a course that is delivered through the Internet and web-based software where students interact with the instructor and other students via email. The class format is very flexible for busy schedules due to the fact that students can log on to the course at any time of the day (or night). However, certain computer skills and a degree of determination (no procrastination) are necessary to be successful.

“Seven Principles” Collection of Ideas for Teaching and Learning with Technology – hundreds of ideas for teaching and learning with technology in ways that implement the seven principles.

Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses – The “Seven Principles for Good Practice in Undergraduate Education,” originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, “Faculty,” 1989) and an institutional inventory (Johnson Foundation, “Institutional,” 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.

Strategies for Teaching at a Distance – Many teachers feel the opportunities offered by distance education outweigh the obstacles. In fact, instructors often comment that the focused preparation required by distance teaching improves their overall teaching and empathy for their students. The challenges posed by distance education are countered by opportunities to:… (Read more)

Student Readiness to Learn Online  – Many faculty members assume that students today have the skills and knowledge to learn online.  After all, they are called the Net Generation.  The Educause Center for Applied Research has surveyed college students for the past five years and annually reports on their use of information technology (ECAR, 2010). Read more

Teaching Strategies: Online Teaching – Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education.

Ten Elements of Competency-Based Learning – Competency-based learning (or standards-based or performance-based if you will) is based on two important ideas: (1) Students should meet learning expectations—passing kids along with a weak foundation means they will never achieve higher level knowledge and skills and will be excluded from the idea economy. (2) Students should show what they know—it’s not about turning work in, earning point, or showing up to class, they should demonstrate in several ways that they have mastered important knowledge, skills, and abilities.

Rubrics for Assessment of Online Activities: Online assessments become more and more popular not only among distance learning institutions but also among blended and traditional schools.

RubiStar – a free tool to help teachers create quality rubrics.

Rubric Maker Tools – Rubrics make grading quicker, clearer, and more objective. They are one of the most helpful tools that teachers can have in their bag of tricks. You will find the site to be one of the most extensive teacher resources for rubrics on the Internet. You will find tools that help guide you through the process of creating these assessment tools for evaluating student performance. You will also find over five hundred printable rubrics on our web site. If the concept of rubrics is completely new to you, you will want to read this article for a complete explanation.