For our math course here, we allow the students to do the quizzes twice. Since math is very difficult to teach online, it encourages the student to see where they went wrong on the problem or if it was a careless error. I think that any math courses should allow students to take quizzes NOT tests more than once.

The hardest part when I started being the blackboard coordinator was the discussion threads. I didn't realize how tough it would be to get students to be engaging on their posts. I think it's important to have at least 3 responses in any online discussion.

When I set up a course for each instructor. I explain to them they need to make online announcements as well as providing step by step instructions. I also have a library tab so that the links are available to every student in that course.

Did something change since I was in college? I remember professors handing out copied print outs from books for studying specific subjects - sometimes it would be identified where the information came from and sometimes not. At the college I went to there was a sign stating that if the copies were used for educational purposes - in regards of study - it was free to be used. Though, it was a long time ago and I may be remembering wrong. Isn't this the same if we post stuff within a discussion? Though, I'm in a habit of showing where my information comes from in case a student is curious to learn about it more.

I recognize the importance of keeping classroom content current, fresh, fun and upbeat. I've recently began to incorporate relevant (fun) YouTube videos into the classroom lectures which allows us an opportunity for open discussions. I would like to add some into the online coursework but I'm not sure it would have the same impact without the classroom discussion.

For every course, instructors experience frequent excuses from students who habitually fail to follow procedures in submitting assignments at prescribed deadlines. What limit of the excuses would you accept in allowing students to submit missed assignments, despite the prescribed late assignment policies?

In the past, most online institutions offer only five-week courses. Currently, most of these courses are also offered in ten-week duration with similar course objectives. Does the students' learning benefit change based on whether the course is for five or ten weeks?

The varied use of graphics and the use of pictures help to keep the learner's attention.

I really believe in the benfits of storyboarding. Usually in an online environment, we are only partially able to post things, say on the Announcements section. I love including articles, tid bits on pitfalls of the week, extra questions to have students ask themselves and possibly a few videos from youtube for students having a hard time with a subject. It's the part of the course that I love to be creative! Usually, it's an evolutionary process. By the 3rd time or so I teach a course I have many layers of components I have storyboarded and implemented. How do you use storyboarding in your courses? Where do you have creative freedoms in the courses you teach?

As online educators to mainly adult learners, we still have to be able to apply the subject to their current goals or past experiences. Adult learners need the WHY in their day to day push towards their degree. I usually include a weekly announcement that is reflective of the current topic to the news or a specific job or industry. How do you keep the weekly topics relevant for online adult learnes?

Let me say first that I love the capability that Adobe Connect has provided to instructors. It's a wonderful environment for the online learner and instructor. What I am lacking in the tool is the capability for the students to talk as well. Even if the tool would allow a single student to talk at a time, this would greatly enable the interaction of a synchronous session. We are getting so close with online learning! I'm sure the capabilities will come soon! What software have you found to be beneficial for synchronous learning sessions?

I often give a comprehensive final exam in any course I teach whether it be online or in person. It provides student's a path through the last few weeks of learning that 'put it all together'. It makes the pieceiness of the course come together in one cohesive unit. It's important to have this sort of final review in order to let the student understand what they have learned and where it can possibly be applied. It's not just about having a comprehensuve exam, but about gearing it towards the totality of the degree and the path which they are going to use the course they just taught.

I teach online and many of my online students come from different backgrounds (languages, social norms, values, etc.) Do you have any good strategies that you can share with me about how to promote students engagement in online learning?

The on-line instructor must be available at consistent times on a daily basis and insures that he/she keeps a consistent schedule. The instructor must also promptly answer any student questions and attend to student needs in a timely manner. If the student is having problems with course material the student must also interact with the instructor in a timely manner. What can the instructor do, on-line to encourage the students to interact with the instructor before problems arise

It takes more than a bit of courage to step outside our own little boxes of comfort and knowledge and open up to the possibilities of other ways of doing things. We get into habits that make life quicker and easier, but not necessarily better, especially where personal growth is concerned. Knowing our own limitations is the first step in opening ourselves to what the students have to teach us. So how do you resist the urge to take shortcuts in the assessment process?

During this module the sample syllabus provided a guide and know each of us has experienced in our own education of DL at various institutions the good, bad and ugly. The best syllabus in my DL experience was when the professor gave choices, write papers, post online, book reviews, and find key websites that support the course objectives. Each had a point value and you needed a total number of points to complete the course and each received a grade. I found this allowed to adult student who also worked choice to when they could best complete the work. Guidance was clear and expectations clear on what was required to complete the course. The ugly for me was a 72 page syllabus that was so confusing it was difficult to track what was expected and when the due dates were. Had to develop a separate excel to track timelines. It failed to answer the key questions highlighted in this module: 1. What is the purpose of the assignment 2. What am I expected to demonstrate in this assignment 3. Of what relevance is this assignment to the learning objectives. 4. Why is it important for me to complete this assignment 5. What am I expected to include in my answer Any other experiences anyone can share?

I have used you tube a lot, but is there a place where instructors have listed several videos, so you don't have to search endlessly and somewhat randomly through you tube?

The ability to have media as part of the online learning experience is wonderful but keep it simple. The use of too many graphics and moving pictures can drive the learner crazy and over stimulate. Another issue is the length of videos, keep them short and focused with an entertaining delivery.

When we set up our online content, prepare the syllabus, and create quizzes/tests we are satisfied and prepared to teach. However, we all know how quickly new lesson plans and courses fall apart. Please be willing to adjust your courses if things are not working well. I believe a course should be assessed three times before you start to make changes.

Teaching online is great but getting the students to participate in online discussions is difficult. Students usually do the bare minimum for their grade requirements. Students will not read their emails even when alerted to do so. There must be a way to convey the community of online learning.