Thanks for the message. Like you I make changes every time a course is delivered. Education works both ways...I learn to be more effective and my students benefit in their learning.
That is a good point to keep the thread and responses engaging.
Kenneth,
I find that at a minimum I try to respond to students in the evening and in the mornings to address both of the core groups and times you mention.
Herbert Brown III
Julie,
I do try to give students very prompt feedback and I find that they appreciate that timeliness the most. I would argue that I have to be more available than a traditional classroom. In a traditional classroom the students have me for just and hour and fifteen minutes twice a week, I have to be available almost 24/7 to some extent to be considered responsive by most students. There can be some lag, but not more than about 24 hours or so for most students.
Herbert Brown III
Robert,
Your list appears very thorough. Have you adjusted your list through the years based on student feedback. I seem to "tweak" something almost every semester.
Herbert Brown III
I have found that the students expect the instructors to be just as readily available outside of a classroom as an instructor would be available in the classroom. It is so important to be able to respond to students in a timely manner when they do have problems or issues. Not just "virtual office hours" but timely response no matter when they have questions. Letting the students ask each other for help is also a great tool, just in case the instructor is not online at that moment, is also helpful.
I publish an 'Orientation to the Course and Welcome'. It consists of the following sections.
Welcome statement
Summary of the course
Student specifics that includes the items for the student introductions
Virtual tools that a summary of our tech tools
Course overview referring to the syllabus
Course materials
Interaction tools on was to participate in the synchronous portions of the course
Instructions on submitting assignments along with an outline of the course modules
Assignments and grading criteria
Description and directions for the group project
Grading in general based on the rubrics
Assignment deadlines
Student code of conduct
A welcome letter is also sent to each student
An introduction to the instructor
Grading schedule
Tips on getting an A grade in the course
Faculty files with links to important industry sites and university labs
A notice regarding library tours
After the first week another letter is sent to each student commending their work and encouraging their continuing their efforts.
I believe the point you made in a response to Tiffany under Faculty Expectations that it “holds the instructor accountable†is key. It is that relationship online that is the same as in the classroom between instructor and learner with each having a responsibility in order to achieve the desired learning objectives. Expectations for the course are key and the syllabus will be the guide for the course. One of the advantages of DL is that it can be assessed at any time and place. As discussed in the module of time zone differences can also be a challenge for the instructor. Also learners who are full time employees will tend to post to discussion groups late at night. This also can impact the responsiveness of the instructor to engage and ensure the discussion does not stray from the learning objectives and work to meet the 24 hour response time desired. It is a mutual contract between instructor and learner and the work required by both to lead to successful learning with each accountable.
Christin,
I am curious. How is this done? Is there a supervisor that logs in to each course and reviews the productivity of the instructors?
Herbert Brown III
We make sure that our faculty contributes in the forum discussions for each class. We have found that students tend to disengage if the instructors are not involved. They also tend to leave shorter responses, as they feel the instructor is not checking their work.
dwight,
How have you been able to do this in your teaching? Are there any specific statements or special things that you do that help students feel this way.
Herbert Brown III
Two key elements I think should be in a faculty statement are trust and understanding. A student needs to know if they are having a problem with a course, they trust that they can come to you with that problem. You as the instructor will have some understanding of the student's need and will be willing the assist the student in the best ways possible
Zakaria,
The virtual on-demand availability can be a problem. That is why it is important to clearly articulate when students should expect responses - 24 hours, etc. and make sure students clearly understand that. Sometimes students have an unrealistic expectation of "immediate" responses to all messages.
Herbert Brown III
Students would expect “virtual on-demand" availability through timely responses to their concerns, provide relevant and fair assessment of learning, and provide students with clear course expectations, evaluations as well as time lines through some kind of document like syllabus or expectations and grading policy.
Zakaria,
These are mostly student expectations (except maybe contact...that is both). Do you think you should also provide instructor expectations? What should the students expect from YOU the instructor. Timely feedback? Others?
Herbert Brown III
Elements of a Faculty Expectations Statement
Among other element, I see that the most important elements should include:
Contact Information: You start by providing your contact information and explaining your best/fastest way to reach you
Course Participation: Where you state students’ participate requirement in their online courses.
Academic Honesty: Where you would define what is academic integrity and the consequences of failure to comply with it.
Late Work Policy: Where you would set your rules for accepting late as well as penalties.
Graded Learning Events: where you would state how work will be evaluated based on.
Incomplete Grade: Where you would set rules and circumstances for approving incomplete requests.
Zak Saleh
Ron,
I typically use rubrics for each assignment that clearly articulate the grading details for each assignment. Are there other expectations that might be important beyond grading such as behavior, communications, etc. These are student expectations, should there be some type of expectations for you as the instructor as well?
Herbert Brown III
In the Expectations the instructor should delineate the parameters of the grading on each type of assignment, project, discussion, quiz, etc. This should include the grading criteria for all wok that will be used to evaluate the student. For example, if a discussion requirement is 3-5 paragraphs then advise the student that a paragraph contains a minimum of five complete sentences, three well researched and presented paragraphs will achieve a grade of C-, four paragraphs a B-, five paragraphs an A- and more than five paragraphs an A grade. In addition, the late policy and plargiarism policy should be included, along with a policy on re-doing assignments.
Bruce,
Great, I hope your experience goes well. The big things to remember are to be very clear on your expectations and organized. Stay connected with your students during the course so they feel your "presence" in the course. Be responsive to their questions and encourage their communications.
Herbert Brown III
I am going to be teaching on-line in August. thank you for the valuable information. I will be sure and take your advice. I am used to on ground teaching so this will be a big change for me.
