Online and Hybrid Learning

The Future and Online Learning

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Back in 2017, The Chronicle of Higher Education and VitalSource released results from a survey entitled: “Online Education Heading toward the Future“. This report includes key findings regarding distance education as online learning moves into the mainstream.

The survey captured the feedback of 1,286 respondents including higher-ed administrators, chief information officers, provosts, chief academic officers, deans, program directors and chairs, and directors of educational media.

This blog post captures a few highlights as well as connections to the work of the eLearning and Emerging Technologies team at GVSU.

“Online education is not a fad… online education — that is, distance learning delivered digitally, whether for an entire course or part of one — is not going away. A majority of colleges and universities understand this and are working to find the best online learning solutions for their students and faculty members.”


Online Learning Enrollment Expands

Almost all, 94%, of the institutions responding to the survey indicate that they offer classes entirely online, while enrollment in these classes has also increased at most institutions.

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Figure retrieved from: “Online Education Heading toward the Future

Enrollment in Online and Hybrid Learning Increased by 30%

Grand Valley State University started offering online courses before 2007 and the number of online/hybrid courses and enrollment are increasing annually. Since 2016, GVSU’s enrollment in online and hybrid courses has increased by 30%. In fact, in the 2018-19 academic year, 375 online courses are being taught to 10,221 students or 38 percent of the university’s student body. Read more at: “eLearning Team supports growth in Online/Hybrid Learning at GVSU“.


Increases in Acceptance and in Strategic Priority

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Figure retrieved from: “Online Education Heading toward the Future

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Figure retrieved from: “Online Education Heading toward the Future

“There seems to be a growing desire among faculty to at least figure out what it means to teach online.”

Institutions plan to continue or increase the investment, including 72% increasing resources dedicated to online learning initiatives, as illustrated in the following chart:

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Figure retrieved from: “Online Education Heading toward the Future

Quality is Key

According to the survey, 86% of the institutions reported having course enrollment caps for online courses as well as an internal process to review course quality.

Quality Matters and the Online Learning consortium where mentioned as resources for external quality certification.

Blackboard Exemplary Course Award Winners at GVSU

GVSU faculty have received awards for their quality courses through the Blackboard Exemplary Course Award Program.

Good Practice Teaching Standards

The eLearning team’s, IDeL group has provided a series of good practice teaching standards are derived from the GVSU’s Online Education Council’s Online/Hybrid Course Peer Review Rubric. The recommendations and good practice guidelines are adapted from: Quality Matters Higher Education Rubric 2011 – 2013 Edition, Penn State Peer Review Guide, Chickering, A. & Gamson, Z. (1987) Seven principles for good practice in undergraduate education. AAHE Bulletin (39)7, and the Blackboard Exemplary Course Rubric.


Instructional Design

51% of those responding to the survey indicated that their institution has 1 or 2 instructional designers, followed by 33% having 3 – 5. One of the important aspects of course quality has been contributed to the use of instructional designers in course creation.

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Figure retrieved from: “Online Education Heading toward the Future

In a recent article by Campus Technology entitled: “Survey: Instructional Designers Drive Better Student Outcomes“, the importance of instructional design (ID) was raised in support of increasing the quality of online courses and in turn improving student learning as part of the 2019 CHLOE 3 REPORT. Read more in the “Working with Instructional Designers Improves Student Outcomes” blog post.

Connect with an Instructional Designer at GVSU!

At GVSU, the eLearning and Emerging Technologies team includes 3 instructional designers making up the “IDeL” (Instructional Design for Learning) group.

When preparing, designing, or facilitating an online or hybrid course, please reach out to one of our instructional designers for support, join an Online and Hybrid Faculty Learning Community, and/or review a variety of tipsvideo advice, and good practice teaching recommendations.


Online Teaching Improves Teaching Skills and Strengthens the Institution

In general administrators surveyed indicate that online teaching improves the institution and face to face teaching also. As faculty are prepare to teach online through professional development, this shapes also their teaching in person, traditional courses.

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Figure retrieved from: “Online Education Heading toward the Future

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Figure retrieved from: “Online Education Heading toward the Future

eLearning and Emerging Technologies @GVSU

Learn more about the support provided to faculty in the design, development, and delivery of online, hybrid, and traditional courses on the eLearning and Emerging Technologies website.

The eLearning team provides a wide array of support and services designed to empower faculty and contribute to student success.

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From getting started to advanced technology integration into teaching, the eLearning team is here to support faculty. We have expertise in instructional design through the IDeL team, creative multimedia production authoring capabilities through the Digital Studio, instructional technology support and learning management solutions such as Blackboard, and a wide array of innovative emerging technologies in the Atomic Object Technology Showcase.

In short, the eLearning and Emerging Technologies team is dedicated to supporting faculty, contributing to teaching excellence, and enhancing student success through:

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eLearning Team supports Growth in Online/Hybrid Learning at GVSU

Recently, the Grand Rapids Business Journal published an article on the importance of data protection as online learning. Also highlighted was the significant growth in online and hybrid learning enrollment.

Enrollment in Online and Hybrid Learning Increased by 30%

“Grand Valley State University started offering online courses before 2007 and the number of online/hybrid courses and enrollment are increasing annually.”

Since 2016, GVSU’s enrollment in online and hybrid courses has increased by 30%. In fact, in the 2018-19 academic year, 375 online courses are being taught to 10,221 students or 38 percent of the university’s student body.

onlineenrollmentgvsu

Faculty Support in Online and Hybrid Course Design, Development, and Delivery

“All faculty who teach in online or hybrid formats must undergo a several-week training in online pedagogies and course design,” Schendel said. “All faculty at the university have access to Blackboard to support their in-seat classes, as well, and there are many workshops offered to help faculty integrate technologies into their classroom in ways that enhance teaching and learning.”

The eLearning and Emerging Technologies team at GVSU supports faculty pursuing innovation in teaching and learning in online, hybrid, and traditional course delivery.

The eLearning team provides a wide array of support and services designed to empower faculty and contribute to student success.

elearning_team_services

From getting started to advanced technology integration into teaching, the eLearning team is here to support faculty. We have expertise in instructional design through the IDeL team, creative multimedia production authoring capabilities through the Digital Studio, instructional technology support and learning management solutions such as Blackboard, and a wide array of innovative emerging technologies in the Atomic Object Technology Showcase.

In short, the eLearning and Emerging Technologies team is dedicated to supporting faculty, contributing to teaching excellence, and enhancing student success through:

Protecting Student Information

Susan Korzinek, associate vice president and chief information officer at GVSU, said when students are enrolling into an online/hybrid class, all internal and vendor systems that utilize student data are reviewed for data security best practices, Family Educational Rights Privacy Act regulations and General Data Protection Regulation prior to use.

She also said any student enrolled at GVSU must be admitted and enrolled prior to being allowed into an online/hybrid course, and GVSU provides a unique login and password for each individual who is admitted/enrolled.

“Students are instructed to keep logins/passwords confidential and expected to abide by GVSU policies,” she said. “Logging of user activity, including where they logged in from, date/time stamps of login and logout, that can be reviewed as needed. Logging of user activity within certain applications, like a course management system, that shows what areas were viewed or data manipulated that can be reviewed as needed.”


Learn more about the support provided to faculty in the design, development, and delivery of online, hybrid, and traditional courses on the eLearning and Emerging Technologies website.

Working with Instructional Designers improves Student Outcomes

At GVSU, the eLearning team is on mission to support faculty pursuing innovation in teaching and learning. One of our strategies in achieving this mission is to:

  • Leverage exemplary instructional design and instructional technologies to: create pedagogically sound and learner centered instruction, improve and ensure course quality, enhance faculty effectiveness, and to increase student success and retention.

We also always say:

“We’re here to help!”

And we are!

In a recent article by Campus Technology entitled: Survey: Instructional Designers Drive Better Student Outcomes, the importance of instructional design (ID) was raised in support of increasing the quality of online courses and in turn improving student learning as part of the 2019 CHLOE 3 REPORT.

Online Student Performance compared to Face-to-Face Students, with and without Instructional Design Support

In the following chart, findings revealed that a higher proportion of institutions that require the use of an instructional designer in online course design and development indicate online students as “performing comparably to or better than on-ground students.”

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Image Retrieved from CHLOE 3 REPORT

Online Course Development Model

As part of the 2019 CHLOE 3 Report, the survey also indicated that on average 38% of institutions use a faculty + option ID model, followed by 24% a faculty + required ID.

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Image Retrieved from CHLOE 3 REPORT

Online Engagement and the Student Experience

Further, the following chart illustrates a variety of course design and development approaches as it relates to the types of engagement used in the online course. For example, when faculty work independently, 64% of the student engagement is with course materials, whereas, when faculty are required to work with an ID or a team, course material engagement dropped to 47% and 44% respectively.

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Image Retrieved from CHLOE 3 REPORT

Connect with an Instructional Designer at GVSU!

At GVSU, the eLearning and Emerging Technologies team includes 3 instructional designers making up the “IDeL” (Instructional Design for Learning) group.

When preparing, designing, or facilitating an online or hybrid course, please reach out to one of our instructional designers for support, join an Online and Hybrid Faculty Learning Community, and/or review a variety of tips, video advice, and good practice teaching recommendations.

  • GLENNA DECKER

Title: Instructional Designer
Email: deckerg@gvsu.edu
Phone: 616-331-2598
Office: 4453 P. Douglas Kindschi Hall of Science (KHS)

Glenna’s Web Site

  • KIM KENWARD

Title: Instructional Designer
Email: kenwardk@gvsu.edu
Phone: 616-331-2131
Office:  268C Richard M. DeVos Center (DEV)

Kim’s Web Site

  • MATTHEW ROBERTS

Title: Instructional Designer
Email: robmatth@gvsu.edu
Phone: 616-331-9085
Office:  4452 P. Douglas Kindschi Hall of Science (KHS)

Matthew’s Web Site

We’re here to help!

ELI Key Issues in Teaching and Learning

keyissues2019ELIRecently, the EDUCAUSE Learning Initiative released the 2019 “Key Issues in Teaching and Learning“.

Each year, ELI surveys the higher education community to determine key issues and opportunities in postsecondary teaching and learning. These key issues serve as the framework, or focal points, for our discussions and programming throughout the coming year.

More than 1,400 community members voted, and the following were identified as the 2019 Key Issues.

This blog post captures the highlights from the ELI’s 2019 Key Issues with alignment and connection to the work of the eLearning and Emerging Technologies team at GVSU.

 


1 – Faculty Development & Engagement

ELI1The eLearning and Emerging Technologies team at GVSU is on mission to engage with faculty and to “Support faculty pursuing innovation in teaching and learning…”

Innovation in teaching and learning happens when technology is creatively applied to craft active learning techniques that help students most efficiently achieve learning objectives.

The following facets of the eLearning team provide effective faculty development at GVSU:

From a professional development perspective, the eLearning team offers: consultations and coaching, on demand support, seminars and workshops, a teaching and technology podcast, tips for teaching with technology, faculty learning communities, video “TECHBytes”, and a “Teaching and Learning with Technology Symposium” that has been held for 18 years.

2 – Online & Blending Learning

ELI2Distance education continues to grow at GVSU with a +25% increase in enrollment in online/hybrid classes since 2017.  With over 5,000 student enrollments in the Fall 2018 semester, just over 17% of all students are taking at least 1 online or hybrid course.

To support distance education initiatives, eLearning and Emerging Technologies has trained over 250 faculty to teach online/hybrid classes in the past year through the Foundations of Online and Hybrid Course Development and Delivery course.

As one of the most desired professional development opportunities, the “Foundations of Online and Hybrid Course Development and Delivery” workshop  is a required training for all faculty that teach an online or a hybrid class at GVSU. As part of this professional development, Blackboard competencies are also required.

As faculty begin to engage with online and blended learning, and construct courses to serve remote learners, the skills and techniques learned also provide extensive benefits to on-campus students as well.

3 – Instructional & Learning Experience Design

ELI3Through the IDeL group of instructional designers, the eLearning team facilitates faculty learning communities on the topic of online teaching and learning, enhancing the skills of faculty. The instructional designers have also established TIP (theory into practice) sheets, offering guidance to faculty in the use of student feedback to help shape and improve teaching.

The eLearning team also hosts regular weekly open office hours to connect directly with faculty, enabling opportunities to focus on learning experience design by leveraging technology.

Finally, each year, the eLearning team organizes the Teaching and Learning with Technology Symposium to provide a venue to showcase unique innovative pedagogical approaches based on peer experience in delivering high quality courses.

4 – Digital & Information Literacy

ELI4GVSU has established opportunities for students to build literacy and fluency as it relates to the use of everything digital. The eLearning team supports equipping the digital literacy of students and the campus community by offering a variety of enterprise applications and services.

The eLearning Digital Studio maintains a vast project list that provides great breadth and depth of leveraging to technology that contributes to dialogue around 21st century literacy skills for students.

Virtual reality, augmented reality, 3D printing, and a wide array of other emerging technologies are provided to students through the Atomic Object Technology Showcase.

Further, the eLearning team is looking into the future by working collaboratively to establish more support for student-based digital media creation at GVSU through a potential “Digital Media Center“.

5 – Accessibility and Universal Design for Learning (UDL)

ELI5Diversity, equity, and inclusion is “built-in to the DNA” at GVSU through the university’s vision:  “GVSU demonstrates its commitment to providing an inclusive learning environment where all students can explore new directions, find their niches, and develop skills for life and productive careers.”

The eLearning team focuses on supporting inclusive education through accessibility and UDL by equipping faculty. Blackboard Ally was adopted and put into production at GVSU in the summer of 2018 to:  generate awareness, build capacity, and increase institutional oversight of accessibility.

In addition, Panopto was implemented to provide video caption capability for faculty who are using instructional video content in their teaching. Both Ally and Panopto support the principles of inclusive education through accessibility and UDL.

6 – Competency and New Methods of Assessment

ELI6eLearning facilitated the implementation of open badges for faculty professional development in partnership with the Faculty Teaching and Learning Center and University Libraries at GVSU.  In fact, the first badge awarded at GVSU was eLearning and Emerging Technologies’s “#EdTech Summer Teaching Institute” badge. Further, 7 badges are currently offered by eLearning, including 4 Blackboard badges, a digital media badge, and a badge for the successful completion of Foundations of Online and Hybrid Course Development and Delivery.

GVSU also offers a variety of credit and non-credit student badges such as mobile computing, data analytics, and cybersecurity.

7 – Learning Analytics

ELI7Taking advantage of “big” data and “small” data through analytics offers many opportunities.

BIG data, meaning the large scale and mass amounts of data that can inform strategic decisions. Also, SMALL data in the use of course level information about students and their levels of engagement in their courses. Solutions that include early alert, intervention, and that provide student insights empower faculty and advisors with unique capabilities in the support of early alert to improve student retention.

Applications such as Starfish Retention Solutions and Blackboard Predict provide capabilities to inform faculty and advisors with students at-risk through early alert, and also at the individual instructor level through in course tools such as the Blackboard Retention Center.

Notable also is “Clicks, Grades, Engagement, and Student Success” whereby, Blackboard has provided research in how successful students are using learning management system tools based on learning analytics.

“The most successful students are those who access MyGrades most frequently; students doing poorly do not access their grades. Students who never access their grades are more likely to fail than students who access them at least once.”

8 – Open Education

ELI8GVSU has been involved in the open education resources (OER) movement for many years, and most recently has seen a growth in the adoption and use of #OER in teaching and learning. For example, there have been several adoptions of OpenStax textbooks in Chemistry and Mathematics and a new interdisciplinary team lead by the university’s library is helping to coordinate resources and raise awareness.

In fact, GVSU has been participating with the K-12 community through the #GOOPEN initiative as part of the US Department of Education’s goal to encourage states, school districts and educators to use openly licensed educational materials to transform teaching and learning. GVSU joined the K-12 #GOOPEN initiative in January last year.

Further, there has been activity across the state for several years, and one recent example is the #MIOERSummit, which brought together faculty across the state with the goal of improving student success through the use and adoption of OER. At GVSU, students have saved over $480,000 in textbook costs, with 3000+ course sections each semester that require no paper textbook.

9 – Evaluating Instructional & Learning Innovations

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Gathering data to inform decision making enables measurement and supports continuous quality improvement.

The eLearning team has used surveys to gather improvement recommendations for the Foundations of Online and Hybrid Course Design and Development course, Blackboard, and also the EDUCAUSE Center for Applied Research survey of faculty and students and their attitudes and use of technology in education.

10 – Academic Transformation

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The eLearning team aligns with GVSU’s 2021 Strategic Plan in the following areas that support academic transformation and innovative faculty development and strategic academic transformation:

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 1.D.2: At least 93% of faculty members regularly use electronic course management tools, such as Blackboard, in their teaching.

Objective 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented.

Objective 3.D.3: At least 30% of graduate courses are offered in innovative approaches and such as hybrid, online and competency-oriented.

Objective 4.D.1: Effective technologies are integrated into every function and structure across the institution.

As part of the eLearning team’s work toward academic transformation, the latest emerging technologies are a focus of the Atomic Object Technology Showcase. The mission of the showcase is to provide faculty, staff, and students with an immersive and engaging environment to: interactdiscoverlearn, and share how innovative emerging technologies can enhance teaching and improve student learning at GVSU. With over 40 emerging technology exhibits that include virtual reality, augmented reality, and 3D printing and makerspace, the showcase is an outstanding and very unique example of education, technology, and innovation.


See also: “EDUCAUSE Learning Initiative ‘2018 Key Issues’ Meet the Initiatives in eLearning at GVSU

 

Uncovering Student Device Preferences for Online Courses

Recently an article was featured in EDUCAUSE Review entitled “Uncovering Student Device Preference in Online Course Access and Multimedia Learning“.

In this article, Oregon State University surveyed students to learn about their device preferences around three central research questions:

  1. What is the range of devices that students use to access their online courses and view video or other multimedia?
  2. Why do students use certain devices to access their online courses and view video and other multimedia?
  3. Are the devices that students currently use the same as what they would consider to be ideal devices for viewing video and multimedia?

There were 2,035 survey respondents who reported taking an average of just under five online classes in the past year.

Near Ubiquitous Smartphone and Laptop Ownership

The survey results indicated that all but 2 of the 2,035 students who responded to the survey own a laptop and a smartphone.

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Laptops Preferred for Accessing LMS and Video

Additionally, the Oregon team reported that students preferred laptops (73%) for accessing their online course via the learning management system and viewing video content (68%). lmsuse

Smartphone Reigns Supreme for Convenience

By far, using a smartphone (87%) was preferred for convenience in accessing video content.

videopreferencesOSU

The full report is available on Oregon State University eCampus website.


The OSU survey and results echo reports provided by the EDUCAUSE Center for Applied Research. See eLearning blog post: “2018 Students’ Use of Technology Research Study via EDUCAUSE” whereby the following were identified:

  1. Laptops are the most important Device for Students
  2. More than 75% of Students indicate that an LMS (Blackboard) was used for Most or All of their Courses
  3. 62% of Students Favor Online and Hybrid Courses over Face to Face
  4. 67% of Students indicate that their Instructors use Technology to Enhance Learning, Engage Students, and Encourage use of Online Collaboration

Students Report Challenges to Success in Online Learning

onlineresearch.pngThe Revealing Institutional Strengths and Challenges report on student success is a  student survey focuses on problems faced in college.

The survey effectively pinpoints more than 80 specific areas where colleges can act to improve student success, such as academic advising, course registration, financial aid, online classes, and tutoring.

Based on the RISC survey, and placing student success and retention as priority, the following table provides key insights that underscore the importance of self-directed learning and instructor presence.

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Because 53% of students indicate difficulty in learning material on their own, 38% keeping up with the course, 27% using course technology, and 12% difficulty in taking exams, it is important to ensure that students have completed an effective orientation. New students to online learning will benefit from an orientation both to the uniqueness of distance education, but also how their instructor has organized their course.

Online and Hybrid Student Orientation

At GVSU, an online and hybrid orientation is currently being developed (expected to be deployed in spring 2019) in Blackboard that is focused on the following objectives:

  • Determine your readiness for online learning.
  • Distinguish between online, hybrid, and traditional courses at GVSU.
  • List the expectations required for online and hybrid courses.
  • Describe tips, identify personal attributes and skills for success in learning online.
  • Identify the technology requirements and proficiencies for learning online.
  • Navigate Blackboard and practice using the tools.
  • Recognize and gain access to online student support and resources.

In addition, much of this content is also available on GVSU’s “Are you ready for Online Learning?” web site.

Instructor Presence and Student Engagement

Because 44% of students indicate lack of interaction with faculty, and 25% lack of interaction with other students, key is instructor presence and student engagement in an online course.

GVSU’s has established a variety of tips and good practice to help ensure online presence.

In “Good Practice Teaching Standards“, faculty’s online presence is demonstrated through frequent and timely faculty-student communication and contact.

  • Welcome announcements are used to engage students. (e.g., Announcements)
  • Regular, timely course engagement, faculty feedback, and communication with students is demonstrated. (e.g., Announcements, Email, Discussion Board, Live Chat)
  • Discussion board participation by faculty and students is integrated. (e.g., Discussion Board)
  • Faculty is available to students electronically and in person. (e.g., Online Office Hours, Discussion Board, Live Chat, Email)
  • A positive online climate and course tone is maintained. (e.g., Discussion Board, Announcements)

We’re here to Help!

Looking for more information or tips for preparing students and creating instructor presence in your course? See: “Tips and Best Practice Handouts” on the IDeL website and connect with the IDeL group of instructional designers, or reach out to the eLearning and Emerging Technologies team.

Tips for Teaching Online at GVSU

Are you teaching online this semester? If so, check out this checklist to help you prepare and build your course, zero in on student engagement and instructor presence, and overall focus on student success and retention.

BEFORE SEMESTER BEGINS

  • Complete a self peer review.
    Use the Online Education Council peer review rubric or the Blackboard Exemplary Course Award rubric to review your course. See the “Good Practice Teaching Standards” on the IDeL website.
  • Make course improvements.
    Using the information gleaned from the peer review rubric above, reflect back and ask yourself: what worked last semester, what didn’t, were students confused, are more directions or explanation needed, can you add in more interactivity or active learning through instructional design, do you need some help from the digital studio in bringing in more video with Panopto?
  • Communicate and open your course to students in Blackboard.
    In order to best help your student prepare for the upcoming semester, be sure to communicate with your students before the semester starts and open up your course availability to students.
  • Encourage students to complete readiness checker.
    Take a moment to encourage your students to complete the self-assessment: “Are your ready for online learning?

FIRST WEEK OF SEMESTER

  • Welcome your students.
    Post an announcement and email your students to welcome them. Let them know who you are, where to begin, etc.
  • Provide a course orientation.
    Some students may be new to online learning, and all of them will be new to your course. Give them some guidance around how your course is designed, create a course overview video, provide tips for success, etc.
  • Connect with your students.
    Provide a way for students to introduce themselves with a FlipGrid video, a discussion board post, a blog post, or other.
  • Monitor your student logins.
    Review the Blackboard Performance Dashboard and check in to make sure that your students are logging into your course! If not, send a personal email and reach out to them.

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  • Establish your online presence.
    Be sure that you are visible in your online course. Take note of the times where you send out communication, respond to student’s discussion board posts, etc. Take advantage of the Blackboard Retention Center to review your engagement.

retention_center_your_course_activity

DURING THE SEMESTER

  • Monitor your students.
    Check in and monitor your students using the Blackboard Performance Dashboard, Grade Center, and Retention Center.
  • Maintain instructor presence and communicate regularly.
    Be sure you are continuing to engage in the course to ensure you are electronically “visible” to students. Use discussion board, email, announcements, etc. to keep communication flowing.
  • Offer online office hours.
    Use Blackboard Collaborate to offer students to meet with you live for online office hours. This can help break down the barriers and increase engagement with students.
  • Mid-semester course correction.
    Provide an opportunity for students to give you feedback in mid-semester as to how things are going. Use a Blackboard survey to get feedback from students that may provide you with insights for improvement.
  • Grade and provide feedback.
    Be sure you are providing timely feedback on learning activities, assignments, quizzes, and tests. Students will often submit their assignment and desire immediate feedback. Use the Blackboard Grade Center to provide student feedback, the Blackboard inline grading feature for assignments, etc.

END OF SEMESTER


MORE TIPS

IDeL in eLearning offers a variety of additional tips for teaching online:

Are you teaching online? Please leave a comment with your tips for success!