Stacy,
You can tie the expectations to an assessment. Ask the students to complete a quick quiz or survey on the course expectations. Then you have confirmation that they reviewed the materials in case you get someone that says "I didn't know about that..."
Herbert Brown III
• I introduce the class to make sure they are registered in the correct course.
• I break the ice by telling a little something about myself and my background and welcome them to online learning if they are new.
• I list what the requirements for logging in and attendance include.
• I tell them what work is due and on what days (Discussion posts by Wednesday, all other work by Sunday at midnight)
o I include my expectations on each component (spelling, grammar, length of post, etc)
o I tell them to follow the roadmap in their class to ensure all work is completed
o Instructions in case they will not be able to attend
• My office hours and contact information
• Academic expectations on honesty, plagiarism, format
Unfortunately, I have learned through the years that many students do not read the Introductory course materials that include the "Faculty expectation statement"; therefore, I not only post my "Faculty expectation statement" within the "Announcements" but also email my students to ensure that each student has the opportunity to read this information. What additional methods have you found successful in enticing the student to read this important information?
Daron,
Do you set very clear boundaries regarding communication, course expectations, etc. What, if any, do you set. I agree students need to know you are there to help, but I have found that certain expectations should be established at the beginning of the course to head off potential confusion or issues.
Herbert Brown III
I think that it is important that the student's know that we as online instrucors realize that they have other commitments and may not have 100% to offer us each day and we will work with them in their schedule. I would want the students to know at the start of the course that I am availble to them and want to be part of their success and please contact me with any issue that I can help them with.
Jeffrey,
I think finding ways to get the student excited and motivated include making sure to connect the material they are learning to their career interests. I find that if students can see the connections between what they are learning and how it can aid them or how they would use it in their everyday work lives, they are much more motivated to master the material.
Elements that I find important to include in the expectation rubric is the amount of reading expected for the course, a clear grading rubric for each type of assignment, and my overall policies with regard to lateness, grammar and spelling, as well as discussion board interaction etiquette.
Regards
Sarah Whylly
Ruben,
I agree that we need to be very honest and upfront with students about the expected commitment to the course. I have also found that many students enter online programs thinking it will be an easy path to a degree, just to find out that it is as hard, or at times harder, than a traditional face-to-face course. The clearer we can be with our expectations, the less likely students will be to drop the course or fail the course because they had an unrealistic view of the course and commitment.
Herbert Brown III
I believe time allotment as well as realistic expectations are key elements to online learners. Many believe that online courses are easy and treat them as skate courses. Some of the most challenging courses for me have been online. The facilitator should set a straight forward expectation on course requirements. The allotted time dedicated to an online course should also be discussed. Many students will resign the course if they feel they get too far behind and cannot catch up. In an online course, self-paced or not, it is easy to fall behind if the time dedication is not there.
Angela ,
Student feedback can be helpful, especially at the beginning. I find that expectations are not a finite element. Mine have changed every year I have taught in online environments. Each year new experiences cause me to revisit my expectations and tweak them. I also include communication specifics relatively to turn around time on messages, expected behavior and tone in messages, etc.
Herbert Brown III
First I should say there is a typo in the second sentence of the question: "course."
And that, of course, is the court reporter in me that required me to point that out, that and the teacher, of course.
A faculty expectation statement should contain:
1. The time of the class meeting and the penalty, if any, for tardiness or non-attendance.
2. I teach court reporting speed, so it would be necessary for students to know how long I would expect them to be in my speed class, on average, before moving up to the next speed class.
3. The course work that is required each week and the percentage attached to each portion of the required work.
4. Requirements for contacting the school or me when an absence from class is going to happen.
5. My office hours and how to reach me during my hours in my "office."
The elements that I think are important in a faculty expectation statement would include the hours I am available, the preferred method of communication with the students, the expected turn around time for grading and the expectation I have for the class. I would also be open to ask the students what they expect from me as an instructor and develop my statement around the student’s feedback.
Important elements would be to provide clear and concise instructions on classroom policies,instructor contact information, additional resources (tech support, tutoring, workshops, etc.), mentioning the importance of time management and accountability.
Thanks,
Compreca
Teresa,
The "read and sign" concept is an interesting one. Some of the CMS systems allow you to create "conditional" assignments. You could have students agree to a series of course expectations and they can't get to the rest of the course content until they have completed that assignment.
Herbert Brown III
Some of the faculty expectations that I expect to be defined by me and the faculty in my department are things where there are allowances per university policy. For example, faculty members are not required to take off late penalties but the policy allows for it and specifies that up to 35% may be deducted once the assignment is a week late. Faculty may choose to not apply a late penalty or they may apply different percentages depend on how late the assignment is. Since this can vary, it is important to define so that students know precisely how many points are at stake when they are submitting assignments late. Instructors should also define criteria related to any other types of policies where there are options that instructors can apply. Some instructors also provide guidance regarding writing and referencing requirements to clarify the university policy and its applicability at the course level. In my classes, I do apply late penalties and it is 5% deduction per day until they hit the 35%. I do allow exceptions if there is documentation of extenuating circumstances (illness that required seeing a doctor, or other types of things like this).
An instructor's expecations statement for learners would serve as a reference point for both the faculty member and students. Possibly a format that requires students to read and sign that each expectation is clear and agreed to would be beneficial:
Calendar of due dates
Individual and Group Assignments
Chat sessions
Grading process
I post an expectation statement but I also coach and consult with business leaders. There are three components of expectation work: set, monitor and adjust. They are immediately self evident. Adjusting incorrect expectations is a critical activity.
Linda,
Special needs are typically handled by a specific office at your institution. Students that contact that office and register their needs can be provided the resources they need to be successful. Your institution office will typically provide instructors with information about any special needs and the appropriate accomodation that should be considered. Visual impairments, auditory impairments, etc. are a few that may arise. There has been a greater focus in the last few years on ensuring that online learning systems are accessible (can be accessed effectively with screen readers, etc.) as well.
Herbert Brown III
Linda,
Special needs are typically handled by a specific office at your institution. Students that contact that office and register their needs can be provided the resources they need to be successful. Your institution office will typically provide instructors with information about any special needs and the appropriate accomodation that should be considered. Visual impairments, auditory impairments, etc. are a few that may arise. There has been a greater focus in the last few years on ensuring that online learning systems are accessible (can be accessed effectively with screen readers, etc.) as well.
Herbert Brown III
Linda,
That is true expectations are very important in online courses; however, maybe even more so. Oftentimes you need to include more details to help eleviate the confusion up front. Communication is a very important expectation as well. When can students contact you, how, with what tools?
Herbert Brown III
