The learning management system is where and how learners participate in class. If it doesn’t make sense or isn’t easy to use and navigate, learners may struggle to complete course requirements, their learning may be negatively affected, or they may not participate at all. By following these tips, you can create an organized online course that will help alleviate these issues.
Tips and Suggestions
Create a “Start Here” module that contains information to help learners get started in a class. This may include the syllabus, details on what to do during the first day(s) of the class, the link to join any synchronous meetings, and other important course documents and links.
Use modules to organize course material by unit, topic, week, etc.
Arrange items in modules in the order that learners will need to access them. Begin with an overview of the module contents. This should include a “to do” list that students can use to check that they’ve completed the module requirements.
Ensure that all items needed to complete a module are included in that module (readings, videos, discussions, websites, assignment dropboxes, etc.).
Use consistent structures and naming conventions for course items.
Once a course has begun, make minimal to no changes. If changes must be made, have a single place where you notify students of those adjustments (for example, in course announcements).
Limit the number of items that need to be revised in a class that is taught multiple times. For example, don’t mention due dates in recorded lectures. It can be difficult to remember what changes need to be made and outdated information can be confusing for students.
When a class is copied and used multiple times, check to ensure that links are all working and current and any dates you did include (for example, assignment due dates) are updated.
Resources
Course Mechanics Considerations - Stanford Center for Teaching and Learning (See section on “Provide Students With Clear Guidance on Course Mechanics”)
Example Courses - University of Oklahoma Office of Digital Learning
Six Best Practices for Organizing Online Courses - Rutgers School of Arts and Sciences
Example of Course Navigation - Colorado State University Institute for Learning and Teaching
In online learning (particularly in asynchronous formats) there is less opportunity for learners to directly interact or receive information. Learners may also be more hesitant to reach out to you at a distance. Thus, class communication needs to be clear and detailed to prevent student confusion and frustration.
Tips and Suggestions
Connect with students before class even begins through an introductory message. Include information about the class and yourself.
Provide clear details on where and how to access all needed information and items for a course. Consider creating a navigation video that walks learners through the online learning platform and how you have organized the class.
Set expectations for when and how you will communicate with learners and how they should communicate with you (email, virtual office hours, individual appointments). Respond to students in a timely manner.
Provide set times when learners can synchronously connect with you and other students in class. Also provide opportunities to individually meet outside of these set times.
Stay in frequent contact with learners. This could include posting weekly announcements (written or video), topic summaries, or reminders of upcoming assignments. This not only ensures learners are up-to-date with what is occurring in class, but it also establishes your presence and connection, making it easier for learners to reach out, if needed.
Provide a closed caption video and written transcript that goes over the purpose, expectations, and evaluation criteria for assignments (including the grading rubric if one is used). This video can be revisited by the learners as often as needed.
Share exemplar assignments and explain why they are exemplars.
Provide a dedicated area in class where learners can ask questions about the course.
Resources
Best Practices for Communicating with Students Online - Northwestern School of Professional Studies
Communicating With Students Online - Concordia University Irvine
Defining Effective Online Communication - University of Connecticut
Online learning can be an isolating experience for learners. As well, the default learning activities can often be individual and static in nature (for example, readings, lectures, and quizzes/exams). But, if active learning approaches are used, they can help to address these issues.
Tips and Suggestions
Incorporate activities that enable learners to “leave their computer”. For example, learners can visit organizations in their communities that engage in work and topics related to the class.
In synchronous online courses use a flipped classroom model where meeting time is used for discussions, work on projects, or problem solving activities rather than lectures or other passive activities.
In synchronous online courses, incorporate tools that require learners to react and interact. These could include the use of polls, breakout rooms, and back channel chats. Also, don’t forget to give breaks during longer synchronous sessions.
Use a resource (such as the list of active learning tools in the Resources section) and replace one of your current class approaches with one of these activities. For example, if you usually have learners listen to a recorded lecture and take a quiz to check for understanding, instead have them share a point they didn’t understand or would like to further explore from the lecture in a class discussion. Or, check student understanding through a game (e.g. create Jeopardy-like questions).
Have online learners facilitate the learning of a particular topic for their peers.
Integrate “field trips” to virtual spaces and then have learners present on the experience or content.
Provide various types of resources on course topics (videos, podcasts, articles, blogs). Encourage learners to share their own resources on topics as well.
Resources
Active Learning Tools - Iowa State University Center for Excellence in Learning and Teaching
How to Structure Active Online Learning - Cornell University Center for Teaching Innovation
Addressing Active Learning Challenges - University of Minnesota Center for Educational Innovation