I've noticed that the amount of student cyberstress is directly proportional to the quality of the course design. I teach an introduction to computers course for two online universities each with its own standards of how the course should be set up, the number of assignments, grading rubrics and late assignment policies.
At University A, which could use a little more work on their course design, I get quite a few emails every term from frantic students who are trying to finish an assignment and the instructions are unclear or the submission method is not evident. Since I can’t change… >>>
