eLearning Technologies

For a quality course you’ll want to pay attention to how your course is designed, structured, sequenced, and how you have organized your content and menu. If navigation is challenging or confusing, this takes away from student time in accomplishing course outcomes. Students need clear instructions and logically designed structure to find, and complete, what is needed.

To reduce student cognitive load and time spent:

• Carefully review your course content for accuracy
• Use a simple and standard course design
• Integrate a clear and concise weekly format that is easy to navigate

Encouraging students to develop a routine can be guided by how you manage your course and the instructional design. The use of mixed media activities, a variety of large group, small group, and individual work experiences increase student engagement. . Learning works best when there are a variety of activities and experiences. Equally so, online courses can be more enjoyable and effective when students are given the opportunity to brainstorm and problem solve  with peers.
 

How can you do this?

• Use a simple and streamlined course format  utilizing the default weekly course format template in your course. This will create consistency across all courses in Blackboard providing a much easier learner experience for students at GVSU.
• Consider using Open Educational Resources (OER) in your course for content. OER resources are no or low cost and give valuable options for flexibility. OER resources are available to students electronically and remove barriers of access.
• Consider assignments that may be used for  group or peer experiences. You can reach out to your eLearning liaisonsfor ideas, pedagogical approaches and appropriate technology to support group work.
• GVSU supported Content delivery options include Ultra assessment options, Panopto, Padlet, Google Docs, Flip, etc.
•  GVSU offers innovative support to faculty through the Digital Studio (offering the  lightboard) and the Technology Showcase, to create engaging lecture video and student activities for you.

Starting the course on a positive note and ending the semester strong are equally important.  We all know that online students are juggling academics, their personal life, and work obligations. So, by the end of the semester they are often tired, stressed, and sometimes overwhelmed.

How can you do this?

• Take the time to share five things you’ll remember about your course and one thing about teaching you’ve learned from these students, and be sure to share those positive reflections with your students. Post as an Announcement or send as Email to the students to share with them your reflections. 
• Ask your students to reflect upon their learning throughout the semester in an anonymous Qualtrics survey, a private Blackboard Journal entry, or Google form.  
• While it’s still fresh in your mind, make notes on things you will change next time you teach the course. You can even create a folder or items in your Blackboard site that are hidden from students as reminders for yourself. 
• Ask yourself… How did your relationship with your course begin, evolve and end? What was new, different and exciting about the content? Did you teach well? Did students learn what you set out for them to learn? If you could change one thing about your teaching and their learning next semester, what would it be?

The Blackboard coursesite and design is organized, easy to navigate, provides clear instructions and student guidance.

• There are on-going faculty announcements that provide personal connection with students and instructions for getting started, course requirements, and where to access course materials. (e.g., Course Announcements)
• A course orientation or tour is available for students. (e.g., Course Announcements or Content Area)
• The course menu is clear, well structured, organized and simple. (e.g., Course Navigation Menu)
• Course content follows accessibility guidelines and standards.

The Blackboard coursesite and design is organized, easy to navigate, provides clear instructions and student guidance.

• There are on-going faculty announcements that provide personal connection with students and instructions for getting started, course requirements, and where to access course materials. (e.g., Course Announcements)
• A course orientation or tour is available for students. (e.g., Course Announcements or Content Area)
• The course menu is clear, well structured, organized and simple. (e.g., Course Navigation Menu)
• Course content follows accessibility guidelines and standards.

Midterm surveys or just informal discussions asking students to provide feedback on what is working well in a course can provide critical insight on what’s really happening and what changes can be made to the course before it’s too late. Check in with your students and ask them how things are going!

• Use Qualtrics or Google surveys to collect information.  Don’t hesitate to ask for assistance from your department’s eLearning liaison in regard to sample survey questions and technical assistance.

Sample Mid-Semester Survey Questions

• It was easy for me to navigate through course content.
• I felt that content was presented using a variety of media (e.g., text, visual, audio) that were appropriate to the learning goals and subject.
• I found that the instructional strategies (course activities, types of content presented, etc.) helped me reach course goals and objectives. 
• It was clear to me how I was to use course content to achieve the stated learning outcomes.
• The tools available within Blackboard were used in ways that enhanced my learning.
• My instructor took an active role in facilitating and moderating discussions, including providing feedback to students.

The Blackboard coursesite includes a course description, clear measurable learning objectives, required textbook and/or course materials, schedule, grading, and assessment requirements. In addition, university policies and procedures along with student support services are included (tutoring, disability support resources, library, IT Services, etc.). Information is provided regarding expected time on task.

• Course description is included. (e.g., Syllabus or Content Area)
• Learning objectives for both course and learning activities are included. (e.g., Syllabus or Content Area)
• Required textbook or other course materials are clearly identified. (e.g., Syllabus or Content Area)
• Grading policies, rubrics, due dates, etc. are identified for all graded learning activities or assessments. (e.g., Syllabus or Content Area)
• Specific technology requirements are included. (e.g., Syllabus or Content Area)
• Student participation expectations are provided for all activities and course communications. (e.g., Syllabus or Content Area).
• Clearly communicated course schedule/outline with due dates, frequency and duration of assignments, course calendar, etc. (e.g., Syllabus, Content Area, Assignments)
• Estimated of amounts of time to spend on learning activities is clearly stated (e.g., Syllabus, Content Area, Assignments, Announcements)

• Tips for starting your new semester (January 2018 edition)
• Six month recommended timeline for online course development

• Best Practice Strategies to Promote Academic Integrity in Online Education (from WCET, UT TeleCampus, and the Instructional Technology Council)
• Faculty Manual for Teaching Online (from Penn State, prepared by members of the Penn State Online Subcommittee for Faculty/Staff Engagement and Professional Development)
• Using Reflection to Promote Student Engagement
• Look Before You Leap: going into online teaching with your eyes open
• Teaching Accelerated Courses
• Teaching Adult Learners Online
• A Motivational Framework for Culturally Responsive Teaching
• Suggestions for Providing Feedback
• Design Tips from Blackboard Exemplary Course Winners
• Tips for Teaching Online via LIFT
• 10 Tips for Quality Teaching Online