Phyllis, I agree. It is sometimes very challenging in the online environment to physically gauge the level of understanding. Sometimes it is hard to know whether the students actually have read the syllabus without addressing each and every student separately and asking them if they are sure they know what is expected of them.
This is fairly challenging in the online environment as there is no way to physically gauge the level of understanding. However, repetition seems to be the most effective tool. I post expectations within the virtual classroom, email the expectations to each student, discuss the excpectations during the lectures, and post the specific expectations for each assignment within the assignment as well.
Phyllis
This was a good question, as wonder the same thing. Good advice Gary- thanks!
First of all, I give the students a thorough syllabus and have each student read it before I begin class. I like the idea of having the students sign the syllabus on the last page. I will incorporate this in my class.
I always make sure that my students understand what will be on a test. The day before the test, I have a total review. I also give out worksheets in the classes before the test. These worksheets include the material that will be on the test.
I also give out questions on the material that has been covered. I have the student hand that in. I will check this to see if the student has understood what has been covered.
I agree Crystal! I teach a general education course that the students are required to take, and their first question is "what is the class about?" Followed by, "Why do we have to take this class?" Providing the syllabus and background information of the course really helps set the standards, expectations, and understanding of the course.
first thing I do is hand out syllabus and go over with a fine tooth comb. This gives clear expectations, and answers the question everyone wants to know is "how are we graded?"
For me, that hard handouts outlining my expectations in the classroom and for the course work best. Students are told to refer back the outline multiple times during the course to find specific information.
I provide the information verbally, in written form and then also provide an example through demo. We also then follow up on whether expectations were met at the end of class so students, over time and repetion, begin to understand fully what is expected
In the courses I teach, expectations are clearly stated on the syllabus, and whenever it is possible, I supplement this information with samples to help students meet course objectives.
For example, in one of the courses I teach, students are required to do a philosophy of success essay. On the syllabus, there is a break down of points regarding how they will be graded (e.g., 20 points for MLA format, 20 points for proper grammar and spelling, 20 points for identifying successful habits, attitudes, beliefs and expectations, 20 points for showing the interrelationship between these elements, and 20 points for demonstrating textbook chapters that have helped them form a decent philosophy of success). This gives students a clear indication of how they will be graded.
In addition, I provide students with a sample essay that fulfills all of the objectives necessary to receive full credit. When I pass out the essay to students, we go over it together, with students taking turns reading paragraphs. When we've finished a paragraph that meets one of the objectives outlined in the syllabus, I stop them and alert them to this fact, so that they can make a note of it in the margins of the sample essay.
This has been particulary helpful in guiding students with their writing, and I have been pleased with the essays they have crafted, insofar as they've been sufficiently original, yet have still met the requirements of the course.
I give explanations of classroom rules. I inform them that if it something is in the book (in bold) and I talk about it and I write it on the board, then it is important. This tells them how to study.
The begining of each class I go over the prospectus and exactly what will be covered.v I explain the testing procedures, the homework, projects and the exam. I cover policies and objectives and leave a question time for doubters and worry.
I'll be using the course syllabus to let students know what I expect from them. I'll also be sure to cover the syllabus and my expectations during the first class meeting, and give students the opportunity to ask questions if they want clarification.
I think presenting clear and concise expectations in the first class is key to setting the tone for the entire course. It helps the students to understand what is expected of them throughout the course and what they will be doing throughout the course. I liked the suggestions made through this module in that we make expectations clear as we are meeting the class for the first time and they are generally meeting each other for the first time. This generally puts everyone on the same level of understanding the course and the classroom environment.
I find that when you begin a semester you want to start out fairly strict, if you set your standards high then the students rise to meet them, then just about the time of midterm, when everyone is quietly freaking out, you meet with each of your students individually ( if your class size is small enough) and offer encouragement and advice to gte them over the hurdle, reach out and help them know that you are their to assist but that they must rise to the challenge.
Don't under estimate the power of expectations. They frequently are your first step to success.
I will try to be clear and consise with respect to the expectations of class requirements.
Provide the requirements as soon as possible and let them know that if they have any questions to inform you as soon as possible. You can always provide some sort of contact information. You can ask them to repeat what your expectations are back to you.
The biggest challenge I face as an online instructor is to help students understand the course material and expectations. I assess students’ work and evaluate their performance, this, in a way, holds the student accountable to learn the material. But it is up to me to provide suitable feedback and express expectations so that students gain a better understanding of the topics and their learning responsibilities.
I think one of the issues most students have with online learning is that they don't know what is expected and instructors don't always do a good enough job communicating these expectations. In their defense, it is difficult to communicate with students purely online. This is where the art in online instruction comes into play.
One of the few tricks I've picked up along the way is asking Socratic questions. This is a form of questioning that puts the emphasis on the learner. For example, when responding to discussion posts I like to comment on the students views and prompt them to explore further. I may ask how they arrived at a certain assumption or ask to elaborate on ideas with real world examples and try to guide students to explore other perspectives. Doing this helps the student understand what I expect of them without purely repeating it a thousand times. I also like to model substantive participation so students have an example of what is expect from them.
Does anyone have any creative ways of communicating expectations for student responsibility by either modeling or asking leading questions?
I have yet to develope the techniques I will use, but I will be teaching professional students so I think I will rely on being as professional as I can to get what I expect from them across.
I believe that the most important way to make sure students understand what you expect from them as an instructor is to set a tone in the classroom from the very first meeting. If you set the tone for respect I believe that this can go a long way. It is always possible to relax a little as the course progresses, but it is impossible to regain respect and control if you start out lax and then try to tighten the reins. I believe it is also important to run a tight schedule for class time. This decreases the amount of downtime that the students can take over control of the classroom. I believe that following these ideas help create a sense that you as an instructor have high expection of your students.
