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Teaching and Learning Online

Communication, Community, and Assessment

A Handbook for UMass Faculty

Editors:

My a P o e , Research Associate f or Assessment

Mar tha L. A. Stassen Director of Assessment

Office of Academic Planning and Assessment

Univ ersity of Massachusetts Amherst

This handbook is a joint project of the Center for Teaching, Office of Academic Planning and Assessment, the

Center for Computer-Based Instructional Technology, and Continuing Education. Publication was supported by

a Professional Development Grant in Instructional Technology and Distance Learning from the University of

Massachusetts President's Office and the Office of Academic Planning and Assessment.

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Contributing Authors

Senior Online Fellows

Robert Feldman, Professor, Psychology (Amherst)

Donna Zucker, Assistant Professor, School of Nursing (Amherst)

Online Fellows

Keith Carver, Professor, Electrical and Computer Engineering (Amherst)

Nancy Cohen, Department Head, Nutrition (Amherst)

Dennis Hanno, Associate Dean for Undergraduate Matters, Isenberg School of Management (Amherst)

John Jessoe, Director, Distance Leaning and Video Production Center (Boston)

David Lewis, Professor, Manufacturing and Management Information Systems (Lowell)

John Leong, Professor, Molecular Genetics and Microbiology (Worcester)

Brian Miller, Lecturer, Hotel Restaurant & Travel Administration (Amherst)

Susan Pasquale, Director of Curriculum and Faculty Development in the Department of Medical Education (Worcester)

Mark Schlesinger, Professor, Communication and Theater Arts (Boston)

Tim Shea, Associate Professor Marketing/BIS Development (Dartmouth)

Greg Stone, Director of Internet Developing (Dartmouth)

Steve Tello, Associate Director of Distance Learning (Lowell)

Project Support (Amherst)

Kevin Aiken, Director of Continuing Education

Tracy Cantwell, Center for Teaching

Vicky Getis, Senior Research Fellow, Computer Science

Dave Hart, Executive Director of the Center for Computer-Based Instructional Technology

Mya Poe, Research Associate for Assessment, Office of Academic Planning and Assessment

Mei-Yau Shih, Coordinator of Teaching Technologies, Center for Teaching

Martha L. A. Stassen, Director of Assessment, Office of Academic Planning and Assessment

The contributing authors are grateful for the many UMass colleagues who provided their suggestions on earlier versions of this

handbook. We’d also like to acknowledge the contributions of colleagues at other institutions of higher education whose work is

referenced throughout this handbook.

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Contents

Introduction

Chapter 1: Teaching in Online Learning Environments: Overview

• What is Online Learning? .

• Advantages of Learning Online

• Advantages of Teaching Online

• Challenges of Teaching Online

• Common Questions .

• Common Terms.

Chapter 2: Teaching an Online Course

• Preparing to Teach Online .

• Preparing Students to Learn Online .

• Common Questions .

• Appendix: Student Guide to Conventions of Online Communication

Chapter 3: Teaching and Learning Challenges

• Structuring an Online Course

Course Organization

Communication .

• Creating Community .

Student-to-Student Interaction .

Faculty-to-Student interaction .

Tone

• Pedagogical Focus: Facilitating Discussions .

Chapter 4: Assessing Student Learning

• What is Assessment?

• Evaluating Student Performance for Grading Purposes

• Assessing Whether the Course is “Working” .

Chapter 5: Resources s .

• Troubleshooting Student Issues

• Troubleshooting Technological Issues

• Electronic Resources and References.

• UMass Resources .

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Teaching and Learning Online • University of Massachusetts

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Introduction

We are very pleased to welcome you to the first edition of Teaching and Learning

Online: A Handbook for UMass Faculty. Whether you are totally inexperienced in

online instruction or are relatively savvy about it, we think you will find the answers to

many questions about how to create and manage a state-of-the-art online course.

This guide was developed by a group of UMass faculty and staff who participated in a

year-long Online Fellows program supported by a Professional Development Grant in

Instructional Technology from the UMass President’s Office. The participants, who

represented all UMass campuses and various disciplines, were already currently

teaching online courses. The Online Fellows Program was developed through the joint

efforts of the Center for Teaching, the Office of Academic Planning and Assessment,

the Center for Computer-Based Instructional Technology, and Continuing Education.

Teaching and Learning Online is designed to guide you through the decisions that you

will need to make if you teach online. It reflects the joint experience and wisdom of

the Online Fellows, UMass faculty like yourself who up until a few years ago had no

experience in teaching online. We have tried to make the guide straightforward and

inviting, raising and answering the basic questions that novice online instructors would

be contemplating.

Of course, no guide is able to cover every aspect of online teaching. There are several

areas that we have not addressed, including specific technical issues (e.g., course

management systems), legal issues involving intellectual property, and compensation

issues.

What we hope we have accomplished, though, is to provide you with a guide to the

major pedagogical and assessment issues associated with teaching an online course.

All of the Online Fellows have found teaching online to be a rewarding and invigorating

experience, and we hope this guide eases your transition into the world of online

learning.

Donna Zucker

Robert S. Feldman

Senior Online Fellows

Teaching and Learning Online • University of Massachusetts 3

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Teaching and Learning Online • University of Massachusetts

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Teaching in Online Learning

Environments: Overview

Contents:

• What is Online Learning?

• Advantages of Learning Online

• Advantages of Teaching Online

• Challenges of Teaching Online

• Common Questions

• Common Terms

This chapter outlines some of the advantages and challenges in teaching and learning

in an online environment.

What is Online Learning?

The term online learning (or, as it is sometimes called, distance learning) includes a

number of computer-assisted instruction methods. For the purposes of this handbook:

Online teaching and learning is faculty-delivered instruction via the Internet.

Online instruction includes real-time (synchronous) and anytime, anywhere

(asynchronous) interactions.

What is online

learning?

Two parallel processes take place in an online environment:

1. Students become more active, reflective learners.

2. Students and teachers engage in learning through the use of technology and

become more familiar with technology by using it.

Online learning is most effective when delivered by teachers experienced in their

subject matter. The best way to maintain the connection between online education

and the values of traditional education is through ensuring that online learning is

“delivered” by teachers, fully qualified and interested in teaching online in a web-based

environment (Feenberg 1998).

Teaching and Learning Online • University of Massachusetts 5

Approaches to Online Learning

Two approaches to online learning have emerged: synchronous and asynchronous

learning. Synchronous learning is instruction and collaboration in “real time” via the

Internet. It typically involves tools, such as:

• live chat

• audio and video conferencing

• data and application sharing

• shared whiteboard

• virtual "hand raising"

• joint viewing of multimedia presentations and online slide shows

Asynchronous learning methods use the time-delayed capabilities of the Internet.

It typically involves tools, such as:

• e-mail

• threaded discussion

• newsgroups and bulletin boards

• file attachments

Asynchronous courses are still instructor-facilitated but are not conducted in real time,

which means that students and teacher can engage in course-related activities at their

convenience rather than during specifically coordinated class sessions. In

asynchronous courses, learning does not need to be scheduled in the same way as

synchronous learning, allowing students and instructors the benefits of anytime,

anywhere learning.

Adapted from Mark, Tony. “Web based Learning Primer.” http://www.c2t2.ca/landonline/primer.html

Course Software

Rather than creating your online course from scratch, a number of software programs

are now available that make it easy to develop an online course. These programs

include features such as threaded discussions and document sharing and pre-

designed design layouts to make the course design process easier. Check with the

campus technology specialists to learn more about the preferred software for online

learning in your department.

Advantages of Learning Online

Online learning offers a variety of educational opportunities:

Student-centered learning

The variety of online tools draw on individual learning styles and help students become

more versatile learners.

Collaborative learning

Online group work allows students to become more active participants in the learning

process. Contributing input requires that students comprehend what is being

discussed, organize their thinking coherently, and express that thinking with carefully

Teaching and Learning Online • University of Massachusetts

constructed language.

Easy access to global resources

Students can easily access online databases and subject experts in the online

classroom.

Experiential learning through multimedia presentations

New technologies can be used to engage and motivate students. Technology can also

be used to support students in their learning activities.

Accessible for non-traditional students

Online delivery of programs and courses makes participation possible for students who

experience geographic and time barriers in gaining access to higher education.

Draws on student interest in online learning

Many students are interested in online learning. In a recent survey conducted by the

Office of Academic Planning and Assessment at UMass Amherst, more than 50% of

students surveyed said that they were “very interested” or “somewhat interested” in

taking an online course.

Advantages of Teaching Online

Teaching online courses can:

Offer the opportunity to think about teaching in new ways

Online teaching can allow you to experiment with techniques only available in online

environments, such as threaded discussions and webliographies.

Provide ideas and techniques to implement in traditional courses

Online email discussions, a frequently-used practice in online learning, can be

incorporated into traditional courses to facilitate group work. Other techniques, such

as web-based course calendars and sample papers posted on the Internet (with

student permission) can easily be incorporated into a traditional course.

Expand the reach of the curriculum

Online teaching can expand existing curriculum to students on a regional, national,

and international level.

Professional satisfaction

Teaching online can be an enormously rewarding experience for teachers. Teachers

often cite the diversity of students in online courses as one of the most rewarding

aspects of teaching online.

Instructor convenience

Teaching online can offer teachers conveniences not available in traditional classroom

settings; for example, at-home office hours and flexible work schedules.

Teaching and Learning Online • University of Massachusetts 7

Teaching and Learning Online • University of Massachusetts

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