I try to provide at least three different ways of presenting the course material. visual - auditory - and practical. By re-enforcing a variety of learning methods - I believe it provides the students several opportunities to understand the material presented. also in many cases throughout the lecture I try to "say" the concept in at least three different ways helping to reenforce each point.
I use a course expectations document, I send them a welcome letter by email, I post the course expectations and welcome letter online. I also discuss course expectations in the first class chat session.
Hi Ming-Ning,
Great idea. This lets the students see what the expectations are so they are ready to discuss them when they have their first class. This should reduce the number of questions they have about the logistics of the course and increase the questions about course content.
Gary
So they can suceed in the class
I created a document called “course expectations” that every student can access before the first class. During our first meeting, I reviewed the contents of this document with the class and answered any questions they may have.
I have a "statement of expectations" that I post for the students in the online classroom. Then, in the first lecture, I cover it and give examples for how to comply.
I have the live chat structured with a greeting, agenda, assignment overview, information concerning assignment subject, objective and grading criteria. I then leave about 10-15 minutes towards the end of the chat for any student who has questions. The last slide for the live chat has my contact information, phone and email.
I use the everyone so far has a 100% in the class approach and they can keep that score all year long if the want. Then I go into what they can do and how to prepare for the classes.
Hi Wendy,
As we are all trying to learn more about how to effectively teach online courses I have a question for you. Since your students praise how you set up your live chats, what are the components that makes the students like them so well? Thanks.
Gary
During the first live chat of the session, I go over and introduction of myself and ask that students post an introduction as well. We discuss administrative issues, course expectations, and each assignment in detail. I have had many students praise the way the live chats are set up in my course.
On the first day, I go through the syllabus and discuss the details of the course. I allow time for questions about the course. I also go over the main text, assignments, and other course expectations. I also go over my own goals as a teacher and have them discuss their goals as students.
I use my entire first hour lecture to discuss course objectives, outline assignments and due dates. This gives students an idea of what's expected of them. I also give hints for success; attending lecures, listening to archived lectures, ensuring they read and floowing developed rubrics as well as those little hints throughout the course such as "trend analysis is critical becaise a 10% unemployment rate might be a GOOD thing if it was 12% last year!"
In addition to using a syllabus I also have a course expectations document that serves as a FAQ for the class. I have tried to keep a log of all the good questions I get and add them to this document. It further assist students in their quest toward success.
I agree, setting standards of behavior right away is important. It is then our job to uphold those standards without "slipping".
I set my standard s of behavior down on the opening day of class. I try to work as an example for the students.
Making sure students understand what is expected requires repetition, therefore I present leaner expectations in multiple forms. For example, I incorporate the use of PowerPoint presentations, a course syllabus and recorded messages. I find this addresses multiple learning styles.
Hi Michael,
Good way to start the course. Your method of letting the less verbal students to write down their questions is a way of letting everyone get their questions answered. This way the students leave the class knowing what the expectations of the course are.
Gary
Hi Antonio,
What are some strategies that you use to get your students to remember the critical information that you share with them at the beginning of the course?
Gary
I like to go over the syllabus as a class first and then ask them questions as a large group. That way, they need to answer the questions based on what we've just covered in the syllabus. For instance, "what happens if you turn an assignment in late."
Once we go through a few questions, I allow students to ask any questions they might have about the content.
I first establish my role and responsibility in the classroom. I then explain the role and accountability of the student. This is followed by a course outline and explanation. An open question period is allowed and I suggest that those who do not wish to verbalize their concerns to submit them in writting.
