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return to Modules PageTopic Summaries by Subject

Orienting Students
A1
Exercise to imagine yourself as an online student

A2.1
Profile of your distance learning students

A2.3
Sample Technology Survey to collect information from your online students

A4.2
Model for writing learning objectives for your online syllabus

B1.l
Exercise for instructors to get a taste of the online experience yourself, as if they were students seeking information about your first online course.

B1.3
Survival tips for online students (handout or link)

B1.4
PowerPoint show used to orient students in a face-to-face orientation

B1.4
Link to successful students’ checklist

B1.4
Link to WebCT demonstration course (at CSM) that students can sample

 

The Online Syllabus
A3.3
Concept Map of the main component of an online course

B1.2
Components belonging on Course Home Page or Syllabus, such as course description, course organization, etc.

B4.2
Questions to consider regarding submitting work, email, online discussions, etc.

 

Communicating Online
A.5.1
Three kinds of online interaction

A.5.3
How to design a Web Quest for your online students

A.5.4
Types of student interaction with other students

A.5.5
Model for building a learning community online

B5.1, B5.2
Tips for managing a chat room

 

Group Work
A.5.3
How to design a Web Quest for your online students

B5.3
Strategies for building online teams (Powerpoint)

Giving Feedback
A.6.1
Techniques for giving feedback (either online or in your classroom)

B4.2
Using filenames that facilitate providing feedback to students

 

Online Discussions
A.5.2
Ohio State University provides guidelines for electronic discussions

B1.3
Protocols for group discussions

B5.3
Sample worksheet for grading online discussions

 

Self-Assessments
A1.1
Characteristics of an effective online instructor

A1.2
Chickering and Gamson’s “Seven Principles of Good Practice in Undergraduate Education”

A1.2
Teaching Styles Inventory

A1-Additional Resources
Keirsey Temperament Sorter – self-assessment for the instructor
Paragon Learning Style Inventory (PLSI) – self-assessment for both instructors and learners

A3.2
Audience Analysis Summary Worksheet

B1.4
Checklist for Online Faculty (what you should do BEFORE you teach online)

 

For Students
A1-Additional Resources
Keirsey Temperament Sorter – self-assessment for the instructor
Paragon Learning Style Inventory (PLSI) – self-assessment for both instructors and learners

A2.3
Sample Technology Survey to collect information from your online students

A2.3
Self-scoring Learning Styles Questionnaire from NC State

 

Classroom Assessment
A2.1
Profile of your distance learning students

A2.2
Learner analysis for internet based instruction

A3.5
Instructional Evaluation Questionnaire (IEQ), used by CSM to evaluate an online instructor’s effectiveness

A2.3
Self-scoring Learning Styles Questionnaire from NC State

A3.2
Audience Analysis Summary Worksheet

A3.5
Instructional Evaluation Questionnaire (IEQ), used by CSM to evaluate an online instructor’s effectiveness

A.6.1
Grading vs. Assessment

A.6.1
Links to a wide variety of Classroom Assessment Techniques (CATs)

A.6.2
Adobe PDF Know-Want To Know-Learned (KWL) chart

B1.4
Link to WebCT demonstration course (at CSM) that students can sample

B4.5
Example of Master Course Site

B5.3
Sample worksheet for grading online discussions

 

Dealing With Class Problems
B5.4
Dealing with problem behaviors including the “sleeper,” the “free rider,” and the “disruptive” student.

 

Managing Time
B4.1
Create a “master course site” which can be used for all your online (and perhaps traditional) courses

 

Handling E-mail
B4.2
Using filenames that facilitate providing feedback to students

 

Online Technology

A2.3
Sample Technology Survey to collect information from your online students

A10.6
Tips for making your online syllabus easier to navigate

A10.7
An explanation of how to insert “hyperlinks” into your web pages

B2.1
Links to Macromedia Flash and Shockwave

B2.2
Questions about hardware

B2.3
Questions about software

B2.4
Web browsers (Internet Explorer, Netscape, Opera)

B2-Additional Resources
Description of browsers and plug-ins

 

Solving Technical Problems
B4.4
Backup Strategies for tech problems
WebCT

B1.4
Link to WebCT demonstration course (at CSM) that students can sample Examples

A.6.2
Adobe PDF Know-Want To Know-Learned (KWL) chart

B.1.4
Link to WebCT demonstration course (at CSM) that students can sample

B.4.5
Example of Master Course Site

B.5.3
Sample worksheet for grading online discussions

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