Category: Instructional Design

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Asynchronous Videos in Online Courses

In online courses, asynchronous videos have become a popular instructional tool for delivering content, fostering engagement, and enhancing the learning experience. It is essential to understand the best practices for creating effective asynchronous videos. Let’s explore the benefits of using asynchronous videos and provide key considerations and strategies to ensure their successful implementation.

Benefits of Asynchronous Videos:

Asynchronous videos offer several advantages in online courses. They provide flexibility for students to access course material at their own pace and convenience. Additionally, videos can present complex concepts in a visual and engaging format, catering to various learning styles. Furthermore, asynchronous videos create opportunities for interaction and active learning, as students can pause, rewind, and reflect on the content.

Best Practices for Creating Asynchronous Videos:

Clear and Concise Content: When creating asynchronous videos, ensure that the content is clear, concise, and well-organized. Break down complex ideas into manageable segments and use simple language to explain concepts. Structure your videos with an introduction, main points, and a conclusion. Consider using visual aids, such as slides or graphics, to enhance understanding.

Engaging Delivery: Capture students’ attention by delivering the content in an engaging manner. Use a conversational tone and vary your voice tone and pace to maintain interest. Incorporate storytelling, real-life examples, or relevant anecdotes to make the content relatable and memorable. Consider using gestures or facial expressions to add emphasis and convey enthusiasm.

Visual Elements: Utilize visual elements to enhance comprehension. Create visually appealing slides or use graphics, charts, or images to support the content. Incorporate on-screen annotations or highlighting to emphasize key points. Ensure that the visuals are clear and legible, even when viewed on smaller screens.

Quality Production: Invest in quality production to ensure a professional-looking video. Use a good microphone and ensure clear audio quality. Consider the lighting and choose a suitable background that minimizes distractions. Use video editing software to trim unnecessary segments, add captions if applicable, and enhance the overall production value.

Chunking and Interactivity: Break down the content into shorter segments to promote better engagement and retention. Aim for videos that are no longer than 10-15 minutes. After each segment, consider incorporating interactive elements, such as knowledge checks, discussion prompts, or reflection questions. This allows students to process the information and apply their learning.

Asynchronous videos play a vital role in online courses, providing flexibility, interactivity, and engagement for students. These videos have the potential to enhance the learning experience, support diverse learning styles, and promote student success in the online environment. Asynchronous videos offer a valuable medium for delivering content and fostering a dynamic and interactive learning experience in online courses.

-RG

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Using a Supportive Syllabus

A well-crafted syllabus serves as a roadmap for both educators and students, outlining the expectations, goals, and structure of a course. However, a syllabus can go beyond being a mere administrative document and become a tool for fostering a supportive learning environment. Here are a few things to consider as you explore the importance of a supportive syllabus.

Clear Course Expectations: A supportive syllabus clearly communicates the expectations for the course, including attendance policies, participation requirements, and academic integrity guidelines. Use concise and accessible language to ensure students understand what is expected of them. By setting clear expectations from the start, educators empower students to take ownership of their learning and understand the boundaries of the course.

Transparent Grading Criteria: Include detailed grading criteria and rubrics in the syllabus to provide students with a clear understanding of how their work will be evaluated. Transparency in grading criteria helps students align their efforts with the desired outcomes and reduces confusion or uncertainty. When students have a clear understanding of how they will be assessed, they can focus on meeting the expectations and improving their performance.

Resource and Support Information: A supportive syllabus provides students with information about available resources and support services. Include contact details for the instructor, teaching assistants, and any additional support staff. Provide information on tutoring services, academic resources, and technology support. By directing students to the appropriate resources, educators ensure that students have the support they need to succeed academically.

Accessible Course Materials: Consider the accessibility of course materials and provide accommodations for students with disabilities. Ensure that all course materials, including readings, videos, and online content, are accessible to students with various learning needs. Provide alternative formats for students who may require them, such as transcripts for videos or accessible PDF versions of text materials. This commitment to accessibility promotes inclusivity and supports the success of all students.

Communication and Feedback Channels: Clearly outline communication channels and expectations for student-instructor and student-student interactions. Include information on how and when students can reach out to the instructor, such as office hours or email. Encourage open and respectful dialogue and set a supportive tone for discussions and collaborations. By establishing effective communication channels, educators create an environment where students feel comfortable seeking assistance and engaging in academic discourse.

-RG

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More Instructional Support for Adult Learners

Adult learners bring unique characteristics and challenges to the educational setting. It is essential to provide effective instructional support that caters to the specific needs of adult learners. Here are several key strategies that can enhance the learning experience for adult learners, including live consultations, language scaffolding, modeling, gaming, and feedback.

Live Consultations: Live consultations offer valuable opportunities for adult learners to engage in one-on-one or small group discussions with instructors or subject matter experts. These consultations provide personalized support and guidance, allowing learners to ask questions, seek clarification, and delve deeper into the course material. By offering live consultations through virtual meetings or office hours, educators can address individual needs and foster a supportive learning environment.

Language Scaffolding: Adult learners may face language barriers or varying levels of proficiency in the instructional language. Language scaffolding involves providing support and structure to help learners understand and communicate effectively. This can be achieved through techniques such as simplifying complex vocabulary, using visual aids, providing examples, and offering opportunities for practice and application. Language scaffolding ensures that adult learners can comprehend and engage with the content, promoting deeper understanding and participation.

Modeling: Modeling is a powerful instructional strategy that involves demonstrating the desired skills or behaviors for adult learners. By showcasing exemplary work or providing step-by-step demonstrations, instructors help learners understand expectations and develop a clear vision of the desired outcomes. Modeling can be particularly effective for practical skills, such as problem-solving, critical thinking, or professional communication. By observing and analyzing models, adult learners gain valuable insights that support their own learning and skill development.

Gaming: Gamification elements can greatly enhance the learning experience for adult learners. Incorporating game-like elements, such as points, badges, leaderboards, and interactive challenges, can increase engagement, motivation, and active participation. Gaming elements provide a sense of achievement and promote a friendly sense of competition among learners. Adult learners can benefit from the immersive and interactive nature of gaming, which can enhance their retention and application of knowledge and skills.

Feedback: Providing timely and constructive feedback is crucial for adult learners’ growth and progress. Feedback should be specific, actionable, and focused on both strengths and areas for improvement. Adult learners often appreciate feedback that is meaningful, individualized, and linked to their personal or professional goals. By incorporating feedback loops and offering opportunities for self-assessment and reflection, educators can empower adult learners to take ownership of their learning journey and continuously improve their performance.

-RG

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Support Learning in Online Courses with Structure (Part 2 of 2)

In the last article, we explored the significance of structure in supporting learning in online courses. Building upon that, there are five additional strategies that we, as educators, administrators, and instructional designers, can employ to create a well-structured online learning experience. By incorporating these strategies, we can enhance student engagement, foster a sense of community, and promote effective learning in the digital classroom.

Use Discussion Boards: As an instructor, I highly recommend creating a designated discussion board where students can ask questions related to the course content, assignments, or any other course-related inquiries. By encouraging students to support one another through answering questions and sharing resources, we foster a collaborative learning environment. Regularly monitoring the discussion board ensures that students receive timely responses and feel supported throughout their learning journey.

Consistent Course Announcements: To keep students informed and engaged, I utilize course announcement features to provide regular updates and reminders. Consistency is key, so I establish a schedule for sharing important information. I use announcements to clarify assignment instructions, provide additional resources, highlight upcoming events, or address common concerns. This steady stream of course announcements minimizes confusion and misunderstandings while keeping students informed and engaged.

Consistent Due Dates: As an instructor, I understand the importance of clearly communicating due dates for assignments, quizzes, and other course activities. By establishing consistent due dates, I help students plan their time effectively and stay on track. I state due dates clearly in the course syllabus, assignment descriptions, and course calendar, reinforcing them through regular reminders and announcements.

Use Rubrics: In order to promote transparency in grading, I create rubrics for assignments and share them with students in advance. Rubrics provide clear guidelines and expectations for each assignment, allowing students to align their work with the desired outcomes. By using rubrics, I provide consistent and objective feedback to students, helping them understand their strengths and areas for improvement.

Use Substantial Feedback: As an instructor, I believe that feedback is an essential component of the learning process. I strive to provide students with substantial and personalized feedback on their assignments, assessments, and discussions. By offering constructive comments that highlight their strengths and provide actionable suggestions for improvement, I demonstrate my commitment to individual student growth and enhance their learning experience.

Bonus Topic – Informal Course Surveys: To gather valuable feedback from students, I periodically conduct informal course surveys. These short surveys allow students to provide anonymous input on various aspects of the course, such as content, delivery methods, and engagement strategies. Analyzing survey results provides me with valuable insights into students’ experiences, enabling me to make informed adjustments and improvements to the course.

As an educator, administrator, or instructional designer, supporting learning in online courses requires a structured approach that fosters engagement, effective communication, and meaningful feedback. By implementing strategies such as using discussion boards, consistent course announcements, due dates, rubrics, personalized feedback, and conducting informal course surveys, we can create a well-structured online learning experience that enhances student engagement and success. Through intentional design and consistent implementation, I can empower students to thrive in the digital classroom and achieve their learning goals.

-RG

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Support Learning in Online Courses with Structure (Part 1 of 2)

Online learning has become an integral part of the education landscape, offering flexibility and accessibility to students worldwide. However, the success of online courses heavily relies on the structure provided to learners. In this article, I’ll explore five key strategies to support learning in online courses through effective structuring. Educators, administrators, and instructional designers can use these strategies to create a cohesive and engaging learning experience for their students.

Consistent Course Design: Consistency is key when designing online courses. Establishing a standardized course structure helps students navigate the course materials easily and reduces confusion. Maintain a consistent layout for each module or lesson, including headings, subheadings, and formatting. Consistency also extends to the use of language, instructions, and assessment criteria. When students can anticipate and understand the structure, they can focus more on the content and learning objectives.

Intentional Orientation: Begin the course with a comprehensive orientation module or section to familiarize students with the online learning environment. This orientation should cover technical aspects, such as how to navigate the course platform, submit assignments, and participate in discussions. Additionally, provide an overview of the course structure, expectations, and resources available to students. A well-designed orientation sets the foundation for a successful learning experience by ensuring that students feel prepared and confident from the start.

Online Learning Best Practices: Online learning requires specific skills and strategies for success. Dedicate a module or lesson to share best practices with students. Teach them effective time management, organization, and study techniques tailored to the online environment. Provide guidance on active learning strategies, such as note-taking, summarizing, and self-assessment. Encourage students to create a conducive learning environment and establish a routine that supports their online learning journey.

Low-Stakes Assessments to Learn Navigation: Navigating an online course can sometimes be overwhelming for students, especially if they are new to the platform. Incorporate low-stakes assessments, such as quizzes or interactive activities, that focus on familiarizing students with the course structure and navigation. These assessments should not heavily impact grades but serve as learning opportunities. By engaging with the course elements early on, students become more comfortable and proficient in navigating the online environment.

Weekly To-Do Lists: Provide students with clear and concise weekly to-do lists that outline the tasks, readings, assignments, and deadlines for each week. Break down large assignments into manageable milestones, allowing students to track their progress and plan their time effectively. These lists create a sense of structure, provide a roadmap for learning, and help students stay organized and on track throughout the course.

In the realm of online education, creating a well-structured learning experience is paramount. By implementing consistent course design, offering intentional orientation, sharing online learning best practices, incorporating low-stakes assessments for navigation, and providing weekly to-do lists, educators, administrators, and instructional designers can effectively support learning in online courses. These strategies empower students to navigate the course with ease, stay organized, and engage meaningfully with the content. With a strong foundation of structure, online courses can become dynamic and engaging learning environments that foster student success.

-RG

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Help Wanted

Once you have set aside the time and have the energy to dig in and create or improve your online course(s)…don’t do it alone. Ask for help. Take advantage of the many resources and support teams within your institution. If need be, look for help from others that may be outside of your institution. Here are a few ideas to consider:

Mentor – Look for an individual who has some experience teaching online. This doesn’t need to be a formal mentor relationship, just someone who’s been down that path already who can share some words of wisdom. Teaching online courses is a skill that is unique from teaching classes in person. Take your time and find someone who is comfortable teaching online and learn from their experience. Be selective and look for someone who is thriving and willing to share not only their successes but some of their failures.

Colleagues – Remember you’re not the only one trying to create an excellent experience for your students. Look to your colleagues who are also trying to be excellent online teachers. A great way to discover new strategies and ideas is to interact with those who are also wrestling with the same teaching issues. If you have regular meetings with your colleagues you might consider adding a brief 5 to 10 minutes Block of time to simply share a tip or strategy related to online teaching. Another strategy that many faculty find useful is the idea of a shared reading experience or a book club. Other faculty have pursued workshops, faculty showcases, and conferences to learn more about what other faculty are doing within online education. The bottom line here is to commit to learning and learning and other faculty members.

Instructional Designer – While you are the expert in your field you might consider seeking help from an instructional designer or a learning designer. Individuals that work in these roles are experts in effective online teaching and learning. This relationship could consist of a conversation over a cup of coffee, a 15-minute conversation to brainstorm new ideas or a longer meeting(s) that include a complete course design or redesign. Designers can significantly improve your experience and enjoyment with online teaching. Your students will be glad that you invested the time and energy.
Teaching online for the first time may feel overwhelming. Start with the basics and take your time. Once you have that first course completed it’s time to improve. Start with small things to improve upon… pick just one thing. When you’ve completed that first thing, simply move on to the next. Experienced online faculty will tell you that your course is never perfect.

Take your time and commit to constant revisions. Seek new and better ideas…always!

-RG

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Myth Buster

There are many online teachers that are dedicated to the modality and have figured out some great strategies and best practices. However, there are a few myths about online teaching and learning that still exist. Here are a few:

**Teaching online is not an enjoyable experience

Many teachers in higher education don’t see online teaching as a rewarding experience. In fact, many teachers report that teaching in-person is a much more rewarding and enjoyable experience. Perhaps this is because teachers that have made the switch to on-line teaching find they are doing much more administrative work than expected. If teachers simply log on, grade student work, review discussion posts, and manage other basic functions it may seem that this modality is not going to be enjoyable.

Teaching online courses can be very rewarding. From my own experience and experience of some of my closest colleagues, I would say that a majority of the online students are not only working but are also caring for children or other members of their families. These students take online classes because it’s the only way for them to pursue higher education. Many online teachers report getting a closer glimpse into the personal lives of their students, those experiences, and those challenges that the students choose to overcome when taking online classes. An experienced colleague of mine recently told me that the opportunities provided by a classroom without walls and across great distances are how they find joy in teaching online.

**Teaching online classes doesn’t work

In 2017, EDUCAUSE conducted a survey on faculty and information technology and discovered that approximately one-half of these faculty didn’t agree that online learning was effective. There is plenty of evidence that online courses can produce student learning outcomes that are comparable to those in-person courses. This evidence continues to roll in year after year. Just like any in-person class, the high-quality on-line versions will require excellent on-line teachers. It is the responsibility of the teachers and the designers with which they work to create a highly engaging and effective on-line classes.

**Students that take online classes are lazy

Some students that take on-line classes may put in a minimal amount of work, and just enough to get by with. Does this mean that lazy students are more likely to take an on-line class? Or have we as educators created an environment on-line that contributes to this type of student disengagement? Things to consider:

  • Are we offering these courses to a student population that is more likely to be working and raising a family?
  • Are we offering these courses to students who do not have the adequate equipment to be successful?
  • Are we asking faculty without experience in on-line education to lead these courses?
  • Are we presenting an unorganized and confusing course design that is less than appealing to the students?

Any one of these items can make on-line learning a challenge. A combination of two or more of these items can be a disaster.

Successful online learning requires a certain level of skill that some students simply do not possess. This means that on-line students must be able to manage their time well, motivate themselves, direct their own learning, and seek help when it is needed.

Successful online teaching requires that faculty make an extra effort to help those students persist. This takes awareness of the challenges of on-line education as well as careful thought, expert planning, empathy, and a high level of comfort with technology. 

**Online courses can run on auto-pilot

Some on-line teachers subscribe to the idea that on-line courses, once created, can simply be run by themselves and students can successfully meet the objectives. Maybe this is because online courses take such a tremendous effort to prepare before the very first day. In theory, all assignments, activities, discussion prompts, and the gradebook should be created in advance so that students can see everything from the first day. Unfortunately, some online teachers feel that students should be able to walk themselves through the on-line course without much engagement or guidance from the teacher.

On-line teachers should plan to guide their students through the course by being active and engaged weekly. Best practice includes blocking out time on the weekly calendar as if you’re attending the class in person. Be available, post announcements, reply to discussions, and grade students’ work on a regular basis. Just like an in-person course, teaching online requires continuous involvement from the teacher.

-RG

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Continue To Improve

Good teaching, like any other profession, requires continuous improvement in order to create the best experience for students and faculty. A small investment of time and energy will help faculty develop as a professional, regardless of the modality in which they teach. The smallest of efforts can lead to BIG impacts.

Teaching online is still a relatively new method of delivery when compared to teaching in person, here are a few things to consider to improve the experience:

  • Use a RSS feed or email to subscribe to articles related to teaching and learning
  • Seek out best practices be used by other faculty members – ask what others have done 
  • Read books and consider joining a book club that reviews effective strategies to be used with students
  • Enroll & participate in workshops that are offered by your institution or technology vendor
  • Get Help – ask for student volunteers to help run discussions, manage technology, and assist other students that may have questions

Pursue your own professional development as a commitment to yourself and student success. Sharing what you have learned with other faculty and your students will not only engage those involved, but will also energize you.

-RG

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Invite Students to a Pleasant Place – Your Online Class

Faculty are faced with a few hard questions about the online classes that they lead. If being honest, many would admit that they do not enjoy being online as much as the in-person environment. This might explain why less than 10 percent prefer to teach online exclusively.  Here are a few of those questions:

  • Do you enjoy being online?
  • Do you prefer interacting with students in an online environment?
  • Do you look forward to communicating with students online?

If you don’t enjoy working in an online learning environment, imagine what this might be like for some of the students.

Faculty that teach in-person do many things to help make students feel comfortable in the physical classroom. Smile, greet students, use eye contact, and answer questions. Even when the physical space may be less than attractive, there are many ways to make the space more welcoming and comfortable for all.

The same strategy can be applied to online learning environments. Making the effort to ensure an inviting, comfortable, and  pleasant online learning space will create a more favorable learning environment.

Students will be comfortable and enjoy being in your online class if you:

  • Use interactive tools for engagement such as media and visuals.
  •  Minimize the amount of text being used in general. Streamline course navigation and organization. Less is more.
  • Encourage participation and create a positive/optimistic experience that speaks to student success.
  • Show compassion and care for your students in both a private and public way.
  • Be respectful of the students’ time by being present, engaged, and punctual.

-RG

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Examples

Faculty that have taught an in-person course(s), have had the experience of students raising their hands when they don’t understand something. It is during these times that faculty rely on examples to help the students better understand the content. Faculty come up with examples from different areas of life. For example, their own personal experience, professional experience, or current events that are taking place. These examples help the students to better understand the information in a way that is meaningful to them. The examples used in online teaching are even more important to your students.

A variety of examples can also benefit students that are completing their courses online. A couple of suggestions are:

  • Locate existing videos that present topics from a different perspective.
  • Record a brief conversation with a guest speaker that allows students to hear from an expert in the field.
  • Create opportunities for students to explain/explore the content together. Students are more likely to develop explanations that make sense to their peers A good example of this is to create small semester-long study groups (or community of learning groups) that will allow the students to discuss course concepts along the way.

Faculty will need to find the right balance, when it comes to the numbers of examples provided. Whether the examples are presented in the form of videos, slide presentations, or additional readings faculty should make it clear what is required and what is optional material. There will be need to be careful so this isn’t received simply as “busy work”.

Showcasing the work of students that have taken the course previously is another way to help students better understand the content. Examples of work submitted by students in previous semesters can be done in a couple of different ways. Perhaps, the less complex projects can be shown in full, while the more complex projects can show examples of certain segments of the overall project.

-RG