Reaching all modalities for student learning can be tricky in an online environment, where student engagement is difficult to measure and extrinsic motivation harder to instill. Choosing appropriate course tools goes a long way toward providing enough varied activities to match multiple learning styles, and maximize the chance that your students have mastered the material.
A major component of face-to-face classes that needs translation to the online environment is the social and interpersonal element, which some learning theories argue is crucial to learning. If a subset of students learn better collaboratively, how might their interactions be approximated in the online environment?
One common answer is to use discussion boards in Webcourses. This becomes particularly valuable when students are required to make discussion postings, since otherwise there may be little activity. Likewise, some instructors require students not only to make initial posts, but also to comment on the posts by other students as well. To guarantee substantive postings, it may be advisable to grade each post and response, though this might require additional work by the instructor.
Also available are tools for live chat, a "who's online" notification, and email within Webcourses. If student to student communication is woven tightly enough into a curriculum, one or more of these tools may be worthwhile pursuing.
Face to Face Activities
|PowerPoint lecture||Modules of just text/images that convey information; PowerPoint presentation for download; PowerPoint presentatiosn with instructor's audio "narrating" a lecture (use free software AuthorPoint to compress this resulting video file)|
|Interactive lecture; question-driven interactions with students||Modules that call for synchronous use of the Chat tool; online office hours using Chat or third-party chat tools such as Skype|
|Discussion-based seminars||Forums and discussion boards online (consider carefully whether the instructor should himself/herself post to the forum)|
|Student response "clickers"||Online quiz, or survey via third party such as SurveyMonkey.com|
|Student groups||Electronic groups within Webcourses; the "Who's Online" tool; chat rooms; third-party wikis for group projects or class notes|
|Role-play||Blogs generated by students, done in role-play fashion|
|Reflective writing||Blogs written by students|
|Library research||Google; social bookmarking tools online|
|Homework from the textbook||Practice at the publisher's website|
|Community-building and learning names||Avatar-based interaction, such as Second Life; Facebook groups|
Calendar: Enter important events and deadlines, and allow Students to enter their own events.
Search: Search for content in the course.
Syllabus: Provide course requirements, objectives, and policies.
Announcements: Post important information in a central location.
Chat: Chat with other users in the course in real time, or use the Whiteboard to display images.
Discussions: Post and respond to messages on specific topics.
Mail: Send messages to other users.
Student Learning Activities
Assessments: Create quizzes, self tests, and surveys.
Assignments: Create assignments for Students to submit online. Students can work independently or in groups.
Goals: Create goals that list the qualitative and quantitative performance expected in your course.
Learning Modules: Organize and present content and activities to Students.
Local Content: Allow Students to easily access large files from a portable medium, such as CD-ROM, instead of downloading the files from the Learning System.
Media Library: Create a glossary or image collection.
Web Links: Create links to Internet resources.
My Files: Allow Students to store their own files.
My Grades: Allow Students to check their grades.
My Progress: Allow Students to track their own progress.
Notes: Allow Students to take notes.
Continue to the next section: Assessments
College of Arts & Humanities In 2011, I was asked to work in the CAH Dean's Office as Coordinator of Scheduling and Undergraduate Curriculum. I took the opportunity, but refused to give up teaching. Every time I'm in the classroom or working with students, I engage in an incredibly valuable and rewarding process. I get excited when students ...
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College of Education I am an educator. I continually seek opportunities to learn and grow in my profession and in my teaching. Education is an opportunity. As an educator I have an opportunity and an obligation. I have an opportunity to make a difference in the lives of my students and an obligation to prepare them for their future t...