EffectiveGroupWorkStrategiesfortheCollegeClassroom.•www.FacultyFocus.com
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11StrategiesforManaging
YourOnlineCourses
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11StrategiesforManagingYourOnlineCourses•www.FacultyFocus.com
11StrategiesforManagingYourOnlineCourses
Muchhasbeenwrittenaboutthechallengesofteachinganonlinecourse.Whilenotdis-
countingtheunique(andsometimesfrustrating)aspectsoftheonlinelearningenviron-
ment,itcouldbesaidthat,despitethenumerousdifferences,manyofthesamecourse
managementstrategiesthatareessentialtosuccessinatraditionalclassroomalsoapplyin
theonlineclassroom.Thesestrategiesincludetheimportanceofastrongsyllabus,clear
directions,well-organizedmaterials,andtimelyfeedback.
Ofcourse,thebigchallengeforonlineinstructorsisthattheverynatureofonline
educationamplifiestheimportanceofproperlyaddressingthesemanagementissues,
whilethrowingafewmoreadditionalobstaclesintothemix.Choosingtherightcommu-
nicationtoolsandprotocols,addressingtechnologyproblems,managingstudentexpecta-
tions,andbuildingcommunityarejustsomeofissuesthatcanstretchonlineinstructors
tothebreakingpoint.
11StrategiesforManagingYourOnlineCourseswascreatedtohelponlineinstructors
tacklemanyofthecoursemanagementissuesthatcanerodetheefficiencyandeffective-
nessofanonlinecourse.Itfeatures11articlespulledfromthepagesof
OnlineClassroom
,
including:
•SyllabusTemplateDevelopmentforOnlineCourseSuccess
•TheOnlineInstructor’sChallenge:Helping‘Newbies’
•VirtualSections:ACreativeStrategyforManagingLargeOnlineClasses
•InternalorExternalEmailforOnlineCourses?
•TrialbyFire:OnlineTeachingTipsThatWork
•TheChallengeofTeachingAcrossGenerations
It’simportanttokeepinmindthatyou’renottheonlyonewhomaybealittleanxious
aboutgoingonline.Studentsoftenhaveanxietywhentakingtheirfirstonlinecourse.It’s
uptoyoutohelpthemfeelmoreconfidentandsecure,allthewhilekeepingyour
workloadatamanageablelevel.Thecoursemanagementtipsinthisreportwillhelp.
RobKelly
Editor
OnlineClassroom
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11StrategiesforManagingYourOnlineCourses•www.FacultyFocus.com
TableofContents
SyllabusTemplateDevelopmentforOnlineCourseSuccess
VirtualSections:ACreativeStrategyforManagingLargeOnlineClasses
UseParticipationPoliciestoImproveInteraction
OntheRoadAgain:KeepYourComputerHappy!
MakingVisibletheInvisible.......10
InternalorExternalEmailforOnlineCourses?1
TrialbyFire:OnlineTeachingTipsThatWork
TheChallengeofTeachingAcrossGenerations
10WaystoGetReluctantandDownrightScaredStudentsEnthusiasticAboutTakingOnlineCourses ......................16
PlayingCatch-up:HowtoComeOutFromBehindWhenan“Unexpected”BroadsidesYourEfforts ..........................18
TheOnlineInstructor’sChallenge:Helping‘Newbies’
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upporttothepoliciesyouhavestated(e.g.,plagiarism,
udentconduct,withdrawaldeadlines,etc.)(Vail,2006).
Failuretoprovidedetailsregardingcourseoperationsand
racticeswilllikelycauseconfusionforstudentsand
evelopintoastressfulenvironmentforstudentsand
acultyalike.Sincestudentscanchoosetoworkonassign-
mentsatanytime,theyneedinstructionsthatareclearer
ndmoredetailedthanthoseforatraditionalface-to-face
ass.Anyconfusionregardingassignments,formats,or
rocessesmightleadtoworkbeingdoneincorrectlyornot
tall.Thequalityofsubmittedworkmightalsosufferasa
esultofuncleardirectionsorlackofsamples.
omprehensiveinstructionsforassignmentsanddetailed
nformationaboutinstructoravailabilitywillhelpavoid
uestionsandproblemsstudentsmightotherwiseface.
Whendesigningasyllabusforanonlinecourse,commu-
icationwithinadepartmentorcurriculumunitisusefulin
stablishingdepartmentalexpectations,policies,andproce-
ures.Thecommonlanguagethatresultscanbedesigned
stemplatetext(Jugdev,2006),whichcanbecopiedand
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c.Courseobjectivesandcompetencies
d.Course-specificinstructionalmaterialsandassociated
costs(texts,software,workbooks,etc.)
.Communication:
Thissectioncontainsexpectationsfor
tudentinteractionwiththefacultyandthecoursesite.
a.Preferredmethods(questionsaboutcourseorassign-
mentinstructionsarepostedtodiscussions;personal
andprivatetopicssentthroughcampusemailaccount
withappropriatesubjectline)
b.Responsetimes(frominstructortostudent)
c.Structure(subjectheaders/fromwhichaccountsfor
messageformatting)
d.Frequency(updatesandloginsexpectedperweek)
e.CampuslocationforFAQsregardingonlinecourses,
textbooks,andresources
f.Detaillevelexpectedwhenaskingquestions
I.Policies:Thissectiondetailsspecificcoursepolicies,
rocedures,andexpectations.
a.Expectationsofstudentsregardingprerequisitesand
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eferences
Bush,L.(2004,February5).ConstructinganOnline
yllabus.RetrievedOctober26,2006,fromtheCenterfor
earningandTeachingExcellencewebsite.
Editors,(2005).CourseDesign,MonitoringHelpEnsure
cademicHonesty.OnlineClassroom.Jan2005,1-3,2p.
Editors,(2005).InteractiveSyllabusImprovesCourse
ccessibility.OnlineClassroom.Jun2005,4-8,2p.
Jugdev,K.,Hutchinson,M.,andLynes,S.(2006).The
BC’sofOnlineCourseSyllabi:Anticipate,Buildon
bjectives,andCollaborate.DistanceEducationReport.Vol.
0no9,p.6.
Palloff,R.M.andPratt,K.(2003).ConstructinganOnline
yllabus.SanFrancisco,CA:Jossey-Bass.
Rossett,A.(2005).MovingOnline:HowtoMakeYour
WebDreamaReality.TrainingandDevelopment.Feb2005,
14-15.
Sull,E.(2006).The10KeyRulesforManagingTimein
nlineTeaching,OnlineClassroom.March2006,p6-7.
Vail,K.(2006).BacktoBasics:HowtoRunaFirst-Rate
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withsomeminoraddedresponsibilitiesthatneededtobe
ddressed.Oncethecoursehadstarted,itwasimportant
hatIwasawareofanystudentswhowereaddedlateto
hecourse.Thesestudentsneededtobequicklyplacedinto
neofthegroups,sothattheywouldhaveaccesstoadis-
ussionboardandchatroom.Also,bysplittingmyclass
ntotwogroups,Iwasresponsibleforconductingtwo
hatsperweek,ratherthanjustone.
Withthatsaid,IfeelthatthecommitmentIhave
nvestedintocreatingthevirtualsectionshasbeenwell
worthit.Ihavenoticedthatwhenstudentswereapartofa
mallerclass,theoverallqualityoftheinteractionwithin
hecourseimprovedimmensely.Theresulthasbeenmore
meaningfulinteractionthatismoremanageableforall
nvolved.
LisaPanagopoulosisaninstructorattheUniversityof
MassachusettsLowellintheITdepartment.Sheteaches
omputer-relatedcoursesbothonlineandoncampus.She
lsoteachesthe“IntroductiontoOnlineTeachingStrategies”
Happy!
yErrolCraigSull
Well,it’sthattimeagain:summertime,andthusmore
nlineinstructorsareontheroadthanatanyothertimeof
heyear.Ofcourse,inadditiontothe“usualsuspects”of
othes,money,cameras,etc.,thatwilltagalong,thatin-
ispensibleumbilicalcordtotheclassroomwillalsobe
oming:thelaptop.Fortheclassanditsstudentscan’tbe
ftalonefortoolong;itandtheyneedyou,andthusyour
ummerjourneyshitherandyonmustincludethatportal
fconnectiontoboth.
Inthiscolumn,Iofferyouthelatesttipstokeepyour
assleswithonlineteachingtoaminimumwhileyou
njoyawell-deservedbreakortwoduringthesewarm
months:
•Bringalaptopfirstaidkit.Ontheroadyoumaynot
haveaccesstoacomputerstore,soit’sbesttobring
youareabsolutelysurethepersoncanbetrusted.If
youneedtoleavethelaptopinyourhotelroom,keep
itasunobtrusive(andoutofsight)aspossible;besure
yourwindowsanddoorsarelocked.
•Carryproperdocuments.Ifyouareleavingthe
countrywithyourlaptop,besuretobringalongproof
ofpurchase,aswellasregisteritwithU.S.Customs
beforeyoudepart.Dutyisleviedeachtimeyoure-
entertheUnitedStateswithelectronicequipmentthat
wasnotmanufacturedhere,unlessyoucanprovethat
youownedtheequipmentbeforeyoulefttheStates.To
dothisfilloutaCertificateOfRegistrationForPersonal
EffectsTakenAbroad(CF4457)foreachforeign-manu-
facturedproductyouaretakingthathasaserial
number.YoucanfindaprintablePDFversionofthis
formattheU.S.Customs&BorderProtectionwebsite
(www.cbp.gov/),andbesuretoincludetheitem’s
serialnumberintheDescriptionofArticlesbox.
•Keepalowprofile.Whenusingyourlaptopina
publicarea,trytofindasmuchprivacyaspossible:
fterthewarinIraqbegan,thediscussionboardwaslitup
withstudentsheatedlydiscussing(andImeandiscussing)
othsidesoftheissue.Inspiteofmyvigilanceinmain-
ainingasafeenvironmentforstudentstoopenlydiscuss
ot-buttonissues,somestudentsdidmakehostileremarks
boutIraqandthepeopleofthatcountry.Towardtheend
fthesemester,oneofthestudentsrevealedthatshewas
nIraqiwomanwhohadmarriedanAmericanman11
earspriorandhadmovedtoTexas.InthefollowingdaysI
otalotofemailfromstudentswhosaidthingslike,“IfI
adonlyknownwehadapersonfromIraqinclass,I
wouldhave….”Wouldhavewhat,Iwondered?Beenmore
houghtful,sensitive,restrained,considerate?
IthoughtofallthestudentsIhadtaughtinprevious
nlineclasseswhohailedfromFinlandandUruguayand
ganda,andhowtheysometimeshadnameslikeBoband
hayandBen—namesthatenabledthecloakofinvisibility
oremaininplace.WhatifIhadaskedthosestudentsif
heywouldsharetheirdiverseliveswiththeclass?Iwould
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