CE On-Line Course Guidelines

Minimum Course Characteristics Video Program Introduction Course Design and Content Communication and Interaction Course Appearance & Style Guide Customizing the Template Compiled for printing

Taking it Further Compiled for printing Feedback: Have a question or comment about these guidelines? Email: arthurrush@sandiego.edu

These guidelines contain information on the minimum tools and characteristics that a course should have at USD. These guidelines have been crafted from extensive best practice research on blended-learning and are underpinned by Chickering and Gamson’s 7 Principles of Good Teaching as well as various other sources relating to teaching and learning with technology.

These USD online course guidelines are in two parts:  The Minimum Characteristics for an on-line presence and Taking it Further were we go beyond the basic minimums.

The Minimum Characteristics is available in 2 formats; video and pdf.  In addition, you can use the Template in CE and copy it into you course automatically meeting the minimum characteristics.  You simply need to replace the files with your own and change the headers.  To find out more, explore the narrated videos and print versions below.

The Learning Management System (LMS) is not a website, but a Learning Management System.  Think of it as an empty shell or a course container that provides you and your students a platform for on-line learning.

The LMS is used most commonly at USD for one or both of the following:

1. A course management tool used for communicating with students
2. A course repository where professors store and make accessible course materials

The third category is the most desirable, yet less frequently evidenced.       

3. An integrated, blended learning course (an effective mixture of on-line and face-to-face teaching and learning)

The Basic Minimums contain information on the minimum tools and characteristics that a course should have at USD, speaking mostly to the first two levels. 

The Taking It Further sections are geared towards level three. The level(s) you choose to deploy will depend on your course, learning outcomes and purpose of your on-line augmentation.

 

The purpose of using a WebCT course for many professors at USD is not for fully on-line delivery, but rather as a supplement to face-to-face sessions.  Having said that, professors sometimes ask “If I see my students several times a week, why do I even need an on-line presence?”.

There are several answers to that question.

• Pedagogy: Depending on how a course is designed and moderated, there are significant benefits.
  • Students are able to interact with content and course members to discuss and build knowledge outside of class
  • On-line discussions are egalitarian: more reserved students can be ‘heard’
  • Students can be mentored by instructors or other students, learning by reading other’s questions/postings
  • Students can revisit material again and again vs. once in class
    
  • Virtual learning spaces allow learners to learn when they wish
    
  • Varied content caters to different learning styles
        * Access and Customer Service:
  • Students are accustomed to working on-line and expect to have access to nearly everything at their fingertips twenty-fours hours a day.  Their grades, course content and ability to contact each other and their instructors are not exceptions.

How were these guidelines formulated?

These guidelines have been crafted from experience, extensive best-practice research on blended-learning and are underpinned by Chickering and Gamson’s 7 Principles of Good Teaching and other sources relating to teaching and learning with technology.  Various sources are linked in the pdf versions of the Taking it Further sections.

Abridged Chickering and Gamson’s 7 Principles of Good Teaching

1. Encourages Contact Between Students and Faculty Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Knowing a few faculty members well enhances students' intellectual commitment.	5. Emphasizes Time on Task Students need help in learning effective time management. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
2. Develops Reciprocity and Cooperation Among Students Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.	6. Communicates High Expectations Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.
3. Encourages Active Learning Students must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.	7. Respects Diverse Talents and Ways of Learning People bring different talents and styles of learning to college. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them.
4. Gives Prompt Feedback Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. At various points during college, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.	Source: Seven Principles for Good Practice in Undergraduate Education AW Chickering, ZF Gamson, SJ Poulsen, WJ … - 1987 - uis.edu