Best
Practices for Online Instruction
These features are
recommended as best practices in online course design and instruction. This
document is designed as an informational resource only. For more detailed
information, review the Distance Education Handbook at www.mc.maricopa.edu/distance/faculty.html
and Distance Learning Resources at www.mc.maricopa.edu/~johnson/DLMGRSRC.HTM.
General Course Information- This
information should be provided within the course shell and, when possible, be
readily available (on either the instructor or department website) prior to the
start of the semester. It is suggested that the items indicated with an
asterisk (*) be made available prior to the start date so the student can
prepare. Many of these items can be provided within the syllabus itself.
General
Online Information* - Guide students
to MCC Online at www.mc.maricopa.edu/distance/
to complete the online readiness quiz and for other valuable information.
Syllabus* - District requirements are met.
Learning Resources* - Textbook and other resource requirements are noted.
Technology* - Requirements and plug in/additional software
download processes are presented.
Instructor* - Contact information, office hours and instructor
introduction are available.
Expectations* - Information is included on the demands and
requirements for success. Delivery methods are defined. For example, on-campus
requirements, field-trips, etc.
Learning Objectives - Defined, measurable and consistent with course
competencies.
Course Access - For continuity, the institution’s learning
management system should be used as the course gateway (even if a different
system is used for the actual course).
Getting Started - Process is in place for students to get information
on initial course steps and access to the course. For example, what is needed
before class, when course goes live, initial contact, a “start here” feature,
etc.
General Course Design - All of the
information in General Course Information should be provided in the course
shell. In addition, the following information should be considered when
designing an online class.
Structure - Course organization is clear and the course is easy
to navigate.
Navigation -Instructions are available to help students
familiarize themselves with the course. For example, a scavenger hunt, virtual
orientation, etc.
Learning Module/Assignment Objectives - Defined, measurable and consistent with course
competencies.
Assessment - Assessing
student participation and progress regularly is essential to good course
design; student feedback can also provide valuable information when considering
course modifications and updating.
Objectives
Alignment - Align course
competencies/learning objectives, learning activities and assessment/evaluation
activities.
Assessment Process - Identify and explain assessment policy and
procedures.
Evaluation - Provide detailed description or criteria for
evaluating student work. For example, rubrics or grading explanations/criteria.
For rubric examples go to http://ctl.mc.maricopa.edu/wiki/index.php/Grading_Forms.
Instruments - Describe activities that monitor student progress
throughout the course and measure learning objectives/outcomes. For example,
tests, projects, essays, etc.
Assessment Safeguards - State cheating, student-only work and plagiarism
policy. See http://ctl.mc.maricopa.edu/_resources/helpdocs/turnitin.html
for further information. Also, see the Course Integrity statement under Legal
Matters.
Grading Policy - Provide a detailed explanation of grading policy.
For example, point/percentage requirements for assignments and for the overall
letter grade.
Grade Book - Provide students online access to their progress in
the course.
Course Evaluation - Provide a tool that captures student feedback. For example, suggestion box or anonymous
survey. Examples of such tools can be
found at www.mc.maricopa.edu/distance/faculty.html.
Communication - It is
important to engage students in your course and make them feel part of a
community. Frequent communication helps to promote retention and increases
student participation and interaction.
Contact
Information - Clearly stated contact
information and procedures, including instructor availability.
Response Criteria - Clearly stated timeframes for responding to student
questions (usually 24 to 48 hours during the week), weekend/holiday responses,
providing feedback on assignments, and posting grades.
Student Communication Plan - Outlined process for communicating with students.
For example, class announcements and emails.
Class Interaction - Methods to allow student/student,
student/instructor, student/content and student/technology interaction.
Create and Nurture a Learning Community - Process for class introductions and ongoing
activities that create a sense of community and comfort. For examples, visit http://onlinelearninglab.wikispaces.com/icebreakers.
Learning and Technology Support - Delivery
methods should promote learning. In
addition, students often feel isolated in online/distance education courses so
it is important to connect them with support resources.
Learning
Resources - Provide information on
learning assistance resources. For example, stated office hours, publisher
tutorials, MCC Learning Enhancement Services at www.mc.maricopa.edu/library/LE/),
MCC Library services at www.mc.maricopa.edu/library/
and other resources.
Technology Support - State how students can obtain technological
support. For example, TSS at www.mc.maricopa.edu/its/tss
or outside support options if using a publisher-provided instructional
management system.
Learning Support - Technology tools should support learning objectives
and promote active learning. For examples, see “Teaching and Learning on the
WEB.” www.mcli.dist.maricopa.edu/tl/index.html.
Legal Matters - It is
important to address security and legal issues.
Copyright - Have proper permissions and citations for any
copyrighted materials or creative commons, http://creativecommons.org/ used
in your class. See www.maricopa.edu/legal/ip/
for copyright information.
Course Integrity - State cheating, student-only work and plagiarism
policy. See MCCCD policies at www.mc.maricopa.edu/students/publications.html.
Accessibility - It is
important that the course be accessible to all students.
Disability - Include an ADA statement and willingness to make accommodations
based on disabilities. www.mc.maricopa.edu/students/disability/links.html.
Some thought should be given to alternative modalities based on student needs.
Readability - Consideration should be given to the readability of
course information. For example, type of font and colors used. http://www.cast.org/products/Bobby/index.html.
*For more information on best practices, please visit http://www.qualitymatters.org/ and
link on FIPSE Grant Project.