Online Developers

Online Developers Best Practices and Resources

Online courses open up a world of possibilities for both students and instructors. Benefits to online teaching include greater flexibility and convenience, the ability to use diverse forms of communication, and expanding the different means through which students can participate in course activities. Listed below are design and teaching tips for online classes as well as resources for your perusal.

If you need any additional help with your course development, feel free to contact COEE

Online Course Development Guide

Resources:

Understanding levels of learning

Blooms Tax NU Revised

Blooms Fast List 2023

Online Course Audit Tool

Quiz Questions – Examples of Formatting

Accessing Guest User Account – Sample Course on NU Online

Selecting Textbooks Guidelines

Request Desk Copy Textbook

Tutorial Links:

Developing Online

Although a good practice in both face-to-face and online teaching, having specific instructions in an online course is a must. Especially in asynchronous courses, students are unable to see the instructor as well as one another, which often allows for confusion and feelings of isolation online. Along with specific instructions, creating activities that foster online communities of practice is recommended, such as self-introductions within the online discussion boards or online group work. Creating a community-like environment in an online class leads to more enriched interaction and learning, and prevents feelings of loneliness and seclusion.

As with all courses taught at Northwest University,  faith integration should be included in online courses.  Here are some resources which will assist with this important inclusion for courses:

Council for Christian Colleges and use the search feature to find focused articles and resources

Faith Learning Integration: An Overview

Best Practices

  • Remember, you are not available for immediate feedback while teaching online, as you would if you would be in a face-to-face classroom.  Therefore, be specific and organized.  We do NOT want user frustration. We want the students focused on the content rather than spending time troubleshooting.
  • Instead of the instructor creating the lecture, have the students choose a topic and “teach the class.” If synchronous applications are not available, have students create a lesson plan, PowerPoint, story-board (case study), an instructional video about the topic. Then, have students respond to it.  Put the work on them rather than yourself (the instructor).
  • Have students search for resources online about particular topics and have them post it on the discussion board.  Use the discussion board as a resource repository.  Have students respond to another student’s post.
  • Give students choices for their assignments or projects.  Some students do not have the resources (applications/hardware) for a particular project (aka video editing software, even PowerPoint), where others have those resources and may want to utilize them.

Resources

 

Discussion Boards

Discussion boards within learning management systems are a great way for students to contribute their insights into the course’s subject matter as well as an informal way for instructors to keep track of their students’ learning. Along with contributing to class discussion, discussion boards enable students to respond to one another, thereby allowing fluid conversation among their peers online. It is important for instructors to be present to the students in the discussion board.  Consider taking the other side of an issue or post to someone who does not have a response to their initial post to show that you are present in the course.

Best Practices

  • Create an acceptable use policy (or borrow from someone) for the discussion board before students start using it. Cover ground rules for netiquette.
  • Add an additional discussion board topic, asking students to introduce themselves, upload a picture, and write expectations for the course.  Encourage students to greet one another. Provides a sense of class community.
  • Take the “laissez faire” approach when using discussion boards.  In my opinion, students tend to clam up when the instructor jumps into the conversation.  Address the discussion at the end of each class period, outside of the discussion boards via chat, Skype, Join me, or synchronous class session
  • However, monitor discussion boards for “flaming” and other malicious language. Privately email the parties involved one-on-one to resolve the issues.  Also, possibly use the incident as a teachable moment.  Ask other students on their input on how it could be resolved (up for debate, others have disagreed with me on this).
  • Add an additional discussion board topic/area for “students only” where they are allowed to ask questions, vent, and talk among themselves.

Resources

Rubrics

Instructors can use rubrics in both face-to-face and online courses. They enable instructors to provide a more detailed way of grading students for their work. Rubrics also keep students on track with their assignments, enabling them to make sure they complete their assignment according to the instructor’s specifications and requirements.

Best Practices

  • The rubric (as with the syllabus) is a contract between you and the student. Students and instructors can use rubrics to discuss any disagreements or misunderstanding with the grade after the assignment is graded.
  • Give students credit when they come up with creative answers that don’t fit the rubric (McKeachie & Svinicki, 2005).

Resources

References

McKeachie, W., & Svinicki, M. (2005). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (12th edition). Boston: Wadsworth Publishing.

 

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