Best Practices

Objectives are made available in a variety of areas in the course (within the syllabus and each individual learning unit or module)

Objectives in an online course provide important guidance to students who don't have the benefit of regular in-class discussions to focus their learning. They should be made available in the syllabus and in each lesson, module, or section of the course. If you're using Moodle, consider adding them to the heading of each topic area, or to the beginning of each lecture component.

In addition, you students may find it helpful to review the objectives at the end of each lesson. For example:

Now You Know: 

• concept 1
• concept 2
• concept 3

Objectives are clearly written at the appropriate level and reflect desired outcomes

Objectives should emanate from the course’s SLOs and detail the specific tasks that students will be able to complete.

Objectives are written in measurable outcomes (students know what they are expected to be able to do)

All students should be able to understand exactly what each objective will measure, and how they will meet that outcome.

Content is made available or “chunked” in manageable segments (i.e., presented in distinct learning units or modules)

In an online course, instructors typically divide learning units into components as follows: Objectives (SLOs), lecture, readings and/or other content, collaborative activities (if appropriate), written assignments or tasks, assessment, etc.

Introduce learning units with an overview of the topic. This can simply be a paragraph that briefly explains the topic to be studied or a list of objectives.

Access prior knowledge by connecting what the students already know about the topic to what they are going to learn. Provide activities that allow students to measure prerequisite skills, assess that learning is taking place, and apply knowledge or skills presented. Often a discussion forum can be used to ask questions that remembrance of prior experience with the topic. Recalling prior knowledge will help provide a context for the students and get them excited about the learning tasks ahead of them.

Align your learning activities to your objectives and outcomes. Use your objectives and outcomes to determine your learning activities.

Navigation is intuitive and content flows in a logical progression

In general, it's best to structure online content chronologically. This helps students progress through the course week by week, understanding which material is relevant at any point in time.

The navigational links should be easy to find and consistent. In addition:

• All links should be checked regularly to ensure that they are active and up-to-date.
• Inactive links should be fixed or removed. Links with outdated information should be updated.
• Passwords: Be mindful of how many times you require a student to enter passwords in the different levels of your course materials. It can be tiresome for students to enter passwords for every new page they view.

Content is presented using a variety of appropriate mechanisms (content modules, single pages, links to external resources, and/or multimedia, etc.)

Using a variety of course management tools and resource types can help students stay engaged and interested in the material. If you're using Moodle, consider creating Books, Pages, URLs, and Labels to present your course content. In addition, try to find appropriate multimedia resources to add interest and variety. Consider checking with Librarian Services Links to an external site. to learn about subject-specific multimedia resources available to you and your students.

Although it can be tempting to add images, videos, etc. because they are fun or interesting, it's important to keep in mind that students appreciate not being overwhelmed with content. Choose multimedia that is specifically related to the topic being covered, and will provide students with a better understanding of the relevant concepts.

LMS tools are used to reduce the labor-intensity of learning (e.g., providing links to needed resources where they will be used in the course, integrating publisher resources that are tailored to the course materials, and providing streamlined access to supplementary materials)

Wherever possible, material should be presented within the LMS in order to reduce the number of "clicks" it takes to access it, and also to avoid requiring students to learn and navigate additional environments. When that is not possible, making sure that links to outside resources are embedded in a way that minimizes confusion and navigation is important.

Clearly labeled tutorial materials that explain how to navigate the LMS and the specific course are included

Particularly important for classes which are entirely online, students need to be shown how to navigate the course content in your course. Pointing out things like where to find your contact information, the course schedule/calendar, etc. will help students hit the ground running. Students who are new to the LMS will also need some coaching about things like where to find the gradebook, how to post assignments, how to participate in a forum, etc.

It is clear how the instructional strategies will enable students to reach course objectives

It's a good idea to go back periodically to the SLOs and make sure that your course content and activities are still well-matched to those objectives.

Course design includes guidance for learners to work with content in meaningful ways

Make sure you are very clear about how students are to use the various course content. Should they simply view the video, or would it be better if they took notes? Can they use the lecture notes as a study guide for the exam? Are the labels on the diagram meant to be memorized, or are they there for better understanding of the concept? Are the forum posts meant strictly as a way for students to tell you what they have read, or are you expecting critical analysis?

Individualized instruction, remedial activities, or resources for advanced learning activities, such as integrated publisher resources, are provided

Students who need additional help should be coached with ways to review, memorize, or understand the material from a different standpoint. Students who find the material less  challenging could be directed to more advanced material or extra credit assignments.

Tools available within the course management system (LMS) are used to facilitate learning by engaging students with course content

Technologies are used creatively in ways that transcend traditional, teacher-centered instruction

• Students should be doing more than just passively reading. They are explaining, producing, designing, integrating ("meaningful ways") with the content. (Consider checking the Bloom's Taxonomy model Links to an external site. for ideas)
• Opportunities for students to create and contribute to course content (constructivist theory Links to an external site.).
• Consider letting students go out and curate and critique the materials that are already out on the web.  Wikis? Blogs? Journal activities?
• If you don't like the Wikipedia articles on your course topics, consider assigning your students the activity to write accurate Wikipedia articles and get them approved and published on Wikipedia.
• Let students participate using mobile devices. Get students contributing pictures, stories, interviews, experiments, collecting samples - on the go mobile, and share with class.
• Have students do online presentations, mini-lessons, audio podcasts,to contribute to present on related topics.  The spin that the students put on the content may help their classmates to understand the materials better than we can explain it as instructors. 
• Have students create and post "Roving Reporter" interviews.

Learners have the opportunity to give anonymous feedback to the instructor regarding course design and course content both during course delivery and after course completion

Contact information for the instructor is easy to find and includes multiple forms of communication (for example, e-mail, phone, chat, etc.)

Instructor contact information should always be in the syllabus (as required by Board Policy). It may also be helpful to post it at the top of the course, at least for the first couple of week of class since that is when most students will have questions. When possible, try to give students options for how to contact you. Email is good, but some students may prefer a phone call, an online chat, etc.

Expected response time for email replies (or other communication tool) is included

When possible, instructors should let students know they will get back to them within 48 hours. It's very helpful to also let them know if there are certain days of the week when you are always unavailable. However, it's important to consider this when you are scheduling your due dates. For example, if you are never available on Sundays, it's probably not ideal to have due dates on Sunday evenings, since many/most students will be finishing assignments that day and will surely have questions.

The instructor’s role within the course is explained (for example, instructor participation in discussions and activities, role—if any—in tech support, etc.)

Post days that you will be checking the class message list, blogs, and/or student email, for example T/Th, M/W or M–F, etc. Advise students of the average turnaround time they may expect for instructor feedback on assignments. If you will be unavailable for a period of time during the semester, notify students beforehand.

The instructor’s methods of collecting and returning work are clearly explained

Automatically Graded Assignments: Results of tests and exams that are automatically graded should be available to the students immediately after their due date.

Instructor Graded Assignments: Feedback should be individual and meaningful. Students should be informed about when they can expect feedback. Feedback should be given as soon as possible so that students may learn from instructor comments before encountering new lessons and assignments.

General Feedback: Provide general feedback to the entire class on specific assignments or discussions.

Weekly Introduction and/or Wrap-up: Provide a weekly “wrap up” before the next lesson begins.
Introduce a new week with an overview (including deadlines) of what is coming up.

Feedback From Students: Gathering feedback is an important activity for improving your course. Anonymous surveys the beginning, middle, and end of the course are highly effective. Early feedback allows an instructor to change direction if necessary; feedback at the end of the course will provide good overall information about the effectiveness of the course.

There are plentiful opportunities for synchronous and/or asynchronous interaction, as appropriate

Discussion Boards or Message Lists: 
Online courses often require students to interact on a discussion board. Deciding how to assess such participation requires some forethought and will affect overall grading schemes. Ensure that discussion topics are focused and meaningful. Take into account issues such as whether or not the discussions will be required, and, if they are required, how to fairly and consistently reward students for their interaction. Carefully consider the amount of time discussion board assignments take to complete (students frequently complain about discussion board activities as being too time consuming). Also, consider the required format for responses, including proper English usage, and appropriate etiquette, as well as how to encourage more hesitant writers (including emerging language learners) to participate.

Consider providing more than one discussion forum—specific discussion boards (or pages) for responding to assigned questions and tasks, and a general discussion board where students may ask and answer general class-related questions. If more than one discussion board is used, a distinction should be made between graded discussions and non-graded discussions, and where the instructor will post comments and/or feedback.

Email:

Effective collaboration using email depends upon the instructor’s creation of clear and specific guidelines for interaction and explanation of tasks and goals for collaboration. When requiring students to connect with other students, first consider setting up dedicated message lists for group assignments. If students will be connecting via their email, inform the students of their right to privacy, they may want to use a newly-created Google or Yahoo email account and keep their personal email address private.

Use good communication practices:
Be aware that some of your online students may be non-native English speakers from other cultures. Provide definitions for key vocabulary,summarize main ideas, reinforce important concepts, review prior content, and be mindful that using slang and idioms may be problematic for some students. A course Glossary can be very helpful in this regard.

Communication strategies promote critical thinking or other higher order thinking aligned with learning objectives

When considering the types of questions you will ask or discussion topics you will post, try to avoid questions that will evoke simple, declarative statements. Ask students to post replies and comments that are carefully thought out and constructed in order to promote quality discussion.

Communication activities benefit from timely interactions and facilitate “rapid response” communication (i.e., students gain practice discussing course content extemporaneously without looking up basic, declarative information)

Live Online Lectures using CCC ConferNow
Using CCC ConferNow/Canvas Conference, instructors can lecture live and interact with students connecting remotely. Instructors can share their desktop with students, enhancing online instruction. Students can ask questions via telephone, or by microphone. Sessions can be recorded and archived, and live captioning service is available upon advance request.

Chat rooms 
Chat rooms offer opportunities for students to interact with the instructor or fellow students synchronously. Students can build community and chat with other student when questions come up as they work on their homework. Chat rooms can be used as a replacement for in-class discussions. Protocols for interaction should be clearly defined. To create an effective chat, have a clear agenda and make sure the chat flows in a meaningful pattern. For example, assign students the task of reviewing information that will be relevant to the chat and give students questions in advance that focus the discussion, or have students write something in advance and begin the chat by posting their text. Allow students time to concentrate on reading rather than typing in comments in the beginning; then direct the discussion to responding to the posts.

Instructors have a plan for initiating contact prior to or at the beginning of class and at regular intervals during the course

Communication activities are designed to help build a sense of community among learners

Student-to-student interactions are included as part of the course. Students are encouraged to initiate communication with the instructor.

Collaboration activities (if included) reinforce course content and learning outcomes, while building workplace-useful skills such as teamwork, cooperation, negotiation, and consensus-building

Greeting Your Students:
A welcome message should be the first thing students see when they initially log into the course. Keep the tone of this message warm and inviting. 

Possible student activities include:

• Sending an email in which they explain why they enrolled in the course, what they already know about the content of the course, and what they hope to learn.
• Introducing themselves in the discussion board.
• Posting a message in the appropriate group discussion board with a link to a Web site they think will benefit students in the class.
• Building a Web page or Blog.
• Consider making the first week's assignment fairly simple. One possibility is a quiz during the first week that includes questions about the syllabus, class Web site and procedures.

Assessments match the objectives

Align your learning activities to your objectives and outcomes. Use your objectives and outcomes to determine appropriate assessments.

Learners are directed to the appropriate objective(s) for each assessment

Rubrics or descriptive criteria for desired outcomes are provided (models of “good work” may be shown, for example)

Rubrics: Provide rubrics to inform students of criteria for non-objective tests and assignments. Rubrics let students know exactly how you will grade their work and take the subjectivity out of grading. Develop rubrics for individual assignments, or develop a generic rubric that applies to all assignments. Rubrics can be useful for most assignments, including essays, discussion board posts, reading responses, peer editing activities, and group projects.

Models: Provide models of effective responses to assignments such as reading responses, peer editing, essays, and exam questions (formatted as .pdf files, or as content on separate Web pages). Models allow students to better understand the differences between quality and non-quality work. However, when using model assignments from former students, first obtain their permission in writing.

Instructions are written clearly and with sufficient detail to ensure understanding

Assessment activities have “face validity” (i.e., they appear to match the curriculum and are explained using appropriate reading level and vocabulary)

Higher order thinking is required (e.g., analysis, problem-solving, etc.)

Access Prior Knowledge: Connect what the students already know about the topic to what they are going to learn. Provide activities that allow students to measure prerequisite skills, assess that learning is taking place, and apply knowledge or skills presented. Recalling prior knowledge will help provide a context for the students and get them excited about the learning tasks ahead of them.

Assessments are designed to mimic authentic environments to facilitate transfer

Consider the kinds of skills one would need to succeed in the workplace in this field and make sure that assessments evaluate proficiency with those skills. If the course is part of a transfer pattern, make sure that students are assessed in the areas of knowledge that they will need to have in order to succeed in the subsequent course(s).

Assessment activities occur frequently throughout the duration of the course, and the instructor provides meaningful feedback in a timely manner

Multiple types of assessments are used (research project, objective test, discussions, etc.)

Opportunities for student self-assessment are plentiful, and provide feedback that allows students to seek additional help when necessary.

In some cases, publisher resources can be a good place to find self-assessment tools such as flash cards and self-study quizzes. You may also consider offering advice about how to study for exams and how to determine whether or not a student is prepared. For example, it may be helpful for students to review a "key terms" section at the end of a chapter and evaluate whether or not they would be comfortable defining each term.

Clear explanations of optional and/or required software including any additional costs are provided within the course

When software is required in a course, next to information on purchase options, include information on campus lab options. Cuesta College has a High Tech Center and provides a page on Instructional Computer Labs Links to an external site..

Software required to use course materials is listed with links to where it can be captured and installed

It is important to link to any helper applications the student may need, such as Adobe Reader for PDFs or Flash, Open Office for Microsoft Office documents, QuickTime Player or Windows Media Player for media. This is an accessibility compliance rule and will be part of the requirements evaluated in an accessibility review of an online or hybrid course.

Common links

• Adobe Reader Links to an external site.  
• Flash Player Links to an external site.  
• Open Office Links to an external site. 
• QuickTime Player Links to an external site.  - Note that Apple has stopped supporting QuickTime on Windows machines. QuickTime video formats are becoming less popular.

Links are located within the course where learners will use the software (i.e., near the materials requiring its use)

Link to helper applications or other required software where first used in the course. If there are many places in the course where the same software is required, including links in orientation areas of the course is sufficient.

Software used for the course is adequately supported by the institution, including information for students on where they can obtain help

In the course syllabus or prominent place in the orientation or "Getting Started" section, put links to the Student Help Desk and CATE or Moodle student support.

Helpful links

• IT Student Support Links to an external site. - includes Student Help Desk phone number, hours
• Canvas Help for Students Links to an external site. - includes links to various help documents for common issues

All activities that might create educational records (as defined by the Family Educational Records Privacy Act) or that involve regular effective contact are conducted within district- or college-supported systems

• When using publisher sites or other third-party sites that collect student data, be informed on how student data is collected and stored. Contact the publisher rep and ask about their FERPA (Family Educational Rights and Privacy Act) Links to an external site. policy.
• Password protection on components such as Message Lists and Gradebooks are particularly important in order to comply with FERPA law and is mandatory. (See Distance Education Policies page Links to an external site., #1, "...Authentication is Key" with sources of authority listed).

Institutional policies, materials, and forms relevant for learner success (for example, plagiarism policies) are clearly labeled and easy to find; links (if present) allow easy navigation from the course to the information and back.

• It is highly recommended that a section of the syllabus should include plagiarism policies. Clearly define what is considered plagiarism (a search on the College Libraries site Links to an external site. will give helpful information).
• When assigning written assignments, it is best to repeat the plagiarism information with the assignment information.
• Moodle allows you to require students to check a box stating the work they are submitting is their own.

Course/instructor policies regarding decorum, behavior, and netiquette are easy to find and written clearly to avoid confusion

Decorum in online classes can be unclear to some students who may confuse the online course environment with other, more social, online environments such as Facebook, Twitter, texting with friends, etc. Giving students a clear outline of what you expect in this area is important. Examples:

• Will you allow "chat speak" in your forum posts?
• Is crude language permitted?
• When emailing you, do you prefer a specific salutation (first name, title, etc.)?
• Do you want to encourage students to sign their emails with their full names (as opposed to trying to guess who pinkelephant@yahoo.com is)? 
• Will you have a policy regarding conversational etiquette such as avoiding personal attacks?

Googling "online course netiquette" will yield some helpful advice that you may want to incorporate. You might also consider adding a link to a netiquette Guide from University of Memphis Links to an external site..

Links to institutional services such as the library, or writing center, are clearly labeled and easy to find

A section in your syllabus called something like "Helpful Campus Links" can provide students with easy access to these services.

Course materials are compliant with Section 508 and WCAG 2.0 (AA) and can be effectively used with equal ease by all students

See the accessibility section in the Canvas Teachers Group for specific instructions on creating accessible online course materials. Access the Web Accessibility Checklist for a list of Section 508 and WCAG 2.0 standards with explanations of how to ensure compliance.

All non-text communications technologies support multiple digital channels with automatic provision of alternate media accommodations in real time

Videos shall have synchronous captions, audio files shall have transcripts offered as an alternative.

Course materials are HTML-based and employ formatting styles to create semantic structure that facilitates consistent meaning and sequencing across all digital media types

Whenever possible, it is best to create an HTML page rather than a PDF or Word doc. Those creating course sites by coding in HTML should adhere to modern standards of using semantic structural tags (headings, lists, etc.), and ensure that navigational systems are consistent. Instructors using learning management systems need to be aware of using headings and lists when the content warrants, and ensure that navigational systems are consistent.

All instructional materials can be opened via free and accessible programs or applications, and links are provided for students to download the application with supporting information on how to use the program or application

When linking to PDFs, Word docs, PowerPoint files, Excel documents, or media files, provide a link to the free helper application needed for students to access the files. This will include Adobe Reader for PDFs, Open Office for Word, PowerPoint and Excel documents, QuickTime Player for QuickTime videos, Flash Player, etc. 

Quiz and assessment activities can be completed with equal ease via the keyboard and assistive technologies without adding cognitive load, and provide individual student-based parameters for time, number of attempts, feedback, and completion

Learning management systems (LMS) should provide for this rubric. Write clear instructions for quiz parameters such as amount of time allowed to take the quiz, number of attempts, etc. Disabled students needing more time for quizzes are required to go through the Disabilities Resource Department to be granted the extra time. The instructor will need to know how to make allowances for extra time in the LMS.

There are no pedagogically-essential learning activities or instructional media that are inherently inaccessible, or in the presence of such inaccessible materials, a DSPS approved plan for accommodation is in place and ready to be provided as necessary for each inaccessible learning activity or instructional media.

Consult with the Disabled Student Services Specialist Links to an external site.to check links to third-party sites, quizzes, surveys, or multi-media in your course materials. If the resource or media cannot be made accessible, alternative resources for the disabled will be explored. If accommodation is needed, a plan should be in place to implement accommodation prior to the teaching of the course.

Course CMS settings are configurable by faculty to allow individual student-based accommodations to be provided within the CMS.

LMS systems used by Cuesta College are vetted for accessibility compliance. Most issues have been addressed. If a disabled student has an issue with the LMS, the Disabled Student Services Specialist Links to an external site. should be contacted to help address the issue.

Links to CMS technical support as well as contact information for DSPS support are consistently provided and easy to find, and accompanied by a module within the CMS explaining how to request services or report a problem

Instructors should provide links in their syllabus to the Student Help Desk Links to an external site., and Canvas Help for Students Links to an external site.. Instructors are the first line of support for LMS help for students. Students should be encouraged to contact their instructor first when encountering issues with the LMS.

An instructional material inventory of any inherently inaccessible learning objects is provided, and referenced to the accompanying course outline with plans for accommodating students with disabilities for each inaccessible learning object or activity

Instructors are encouraged to meet with a Disabled Student Services Specialist Links to an external site. to have them review of their course materials.  It is recommended that instructors teaching a course online for the first time have their course materials reviewed before the start of the class.

Learners have the opportunity to give feedback to the instructor regarding course design and course content both during course delivery and after course completion

Feedback From Students: Gathering feedback is an important activity for improving your course. Anonymous surveys for the beginning, middle, and end of the course are highly effective. Early feedback allows an instructor to change direction if necessary; feedback at the end of the course will provide good overall information about the effectiveness of the course.

Feedback mechanisms allow students to participate anonymously in course evaluation