UC Blue Ash College

Online Teaching Hub

Teaching online requires the same art as face to face teaching, but it requires a different set of technical skills and intuition to realize that art in the technology mediated environment of an online class. In fact, even many of our face to face classes have online components. Both students and teachers need to be prepared for learning in the online environment.

Online Teaching Tips

These teaching tips come from the UC Blue Ash Online Teaching Support Brownbag meetings that convene once per semester to discuss problems with online teaching and our collective wisdom solutions.

Students complain about the workload of an online course.

  • In the syllabus,give an approximation of how much time the course will take.
  • Mention that online is the same workload as face2face.
  • In the Readiness Assessment Activities at the very start of the course have an activity where they give advice to student trouble scenarios. One should include having a hard time managing the course workload.
  • Have the students write a promise of time committment early in the course.
  • Have a time management activity early in the course where they plan when they will get their coursework done.

Students give poor discussion board responses with no content.

  • Grade postings.
  • Provide a rubric and a sample good posting.
  • Provide clear guidelines for responses that outline all the components of a good posting. Consider scaffolding the response with a) describe X, b) explain X, c) evaluate if X is Y based on your description and explanation.
  • Have a minimum sentence requirement.
  • Reqire citations from articles and the textbook to back up assertions.

Sometimes a variety of different kinds of assignments confuses students.

  • Have an orientation to the course resources at the start of class.
  • Provide a chronological list of activities with due dates at the start of each module or unit so that the list of what they must do is clear.
  • Give clear instructions and include little tutorials when a new kind of activity shows up.

The faculty workload of an online course is heavy.

  • Assign drafts for feedback so that you get better final projects that are quicker to grade.
  • Use a rubric for grading to make the grading process go faster. Use the filled out rubric as feedback.
  • Consider noon deadlines since midnight deadlines seem to result in late assignments done late at night.
  • Make clear response policies, maybe email questions answered in 24 hours, feedback on assignments in 48 or 72 hours.
  • Block specific, non-negotiable time out to "teach" your online course. Say, "No," when people try to scedule things during that time. Say, "No, I'm sorry, I can't come then: I'm teaching."

Students lack grit for troubleshooting technical problems, and they email the instructor for help.

  • Have a canned message that includes the phone number for UCIT and Blackboard Help.
  • Anticipate the technology problems and create a little library of Jing tutorials so that you can just email out a link to students who can't do things.
  • Put all the course technology in you Readiness Assessment which requires students to run through all the tech in the first week to see where the problems might be and solve them early.

It is hard to read student tone in their email, and it may seem disrespectful, mean, or confusing.

  • We need to model the careful phrasing of email to our students so they can see good modles.
  • Address the student using all the protocols of formal email with a salutation, a body that explains the message, a closing, and one's full namel.
  • Make a tutorial or exercise that explains what good formal email looks like and insiste that this forma be followed in the email communication of the course. If you do this, then you need to remember to do it yourself to model what it looks like.

How do I know if I have too much or too little work in my online class?

  • Compare it to a face to face version of the class. Technically, they should be equivalent.
  • Have a peer review
  • Check the course alignment: list the student learning outcomes, list the major assessments and which learning outcomes they assess. List the activities you do and how they line up with the assessment. Fix holes or overlap.

Resources

Contact Information

Learning and Teaching Center
513-936-7118
bradford.mallory@uc.edu

513-936-7129
rita.kumar@uc.edu