Recommended Practices for Online Courses
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The rapid growth of online learning and educational resources over the past decade has provided University of Utah learners with expanded and alternative forms of higher educational learning opportunities. The availability of technology to access and provide online course material has improved dramatically and can be utilized by faculty members to provide a customized learning experience. With the increased use of educational technology, it is important to consider the ways in which effective pedagogic methods and practices can be incorporated into this new educational setting.
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The University’s goal in developing this website is to increase educational opportunities and support higher levelsof learning by providing departments with (a) major tenets of effective online instruction, (b) a checklist to help in developing and assessing online courses, and (c) a list of resources and tools available to assist in reaching the goal of providing online learners with the best education this institution has to offer.
Major Tenets of Effective Online Instruction
Classroom Equivalence
Resources and Organization
Instructor Presence
Student Participation and Interaction
Learner Support
The University of Utah entrusts instructors and students with holding to the same academic standards in online courses as in their face-to-face equivalents. The course objectives and requirements in an online course will be comparable to those in a traditional classroom, although they may be met through means better suited to the online learning environment. The same rights and responsibilities outlined for University of Utah students and instructors also apply to online classes, including those related to classroom conduct.
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II. Resources and Organization
Instructors are encouraged to provide quality learning materials and resources to engage learners. It is recommended that text be easy to scan, with major points highlighted for emphasis. Other visuals and audio components are useful in complementing, illustrating, or further explaining the material.
Organization is of utmost importance in presenting material in an online context. Instructors should aim for a syllabus that is clear and consistent with the course structure. In addition, the course environment should be well organized and easy to navigate. Research suggest that information is broken into manageable “chunks” (such as folders arranged by week or topic) can aid student comprehension. Providing an orientation to the course environment, such as a clear folder structure or table of contents, can help students orient themselves with the tools they need to succeed in the course.
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The literature in online learning supports the need for instructors’ active engagement in online courses, and students report that an instructor’s interest in and encouragement of their success, along with timely constructive feedback, help to support their learning. In an online course the instructor serves as a guide and a resource for learners, through structuring the course material, providing feedback, and asking and answering questions. It is recommended that instructors introduce themselves at the beginning of the course, and outline expectations for interaction with students. Instructors are also encouraged to establish methods of contact, regularly post announcements, and monitor and participate in discussion boards, chat rooms or other forms of communication tools.
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IV. Student Participation and Interaction
Students should be encouraged to actively engage with the material and with one another. This type of engagement can help to foster intellectual curiosity, critical thinking skills and personal responsibility for one’s own education. Furthermore, in an online learning environment, high levels of interaction can minimize the sense of isolation that some students may experience in this learning context. Instructors can structure the course to include either graded or non-graded forms of students participation and interaction, including discussion boards, chat rooms, small group work, peer review, and even student presentations.
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As in any class, students may require additional help to succeed from resources such as the library, the writing center, and tutoring services. Instructors are encouraged to provide information about these types of resources, and investigate ways that students who are taking the course from a distance can also locate similar resources.
Furthermore, not all students enrolled in an online course may have the technical skills needed to easily take advantage of the tools you provide, and even those who are “tech savvy” may need help from time to time. It is highly recommended that instructors provide students with channels through which to receive technical support, be it through discussion boards, FAQs (Frequently Asked Questions) pages, the Campus Help Desk, one-on-one training, or online tutorials.
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