Online Class Communication Including Discussion Boards in Relation to Course Objectives

and Content

Lynette Molstad GorderDakota State University

Madison, SD 57042

Best Practices • Make adequate preparation to feel comfortable using the online

course management system• Be sure the class is ready for student access with content and clear

instructions one week prior to the start date• Communicate with students within 24 hours of the start of the

course with introduction, expectations, and guidelines• Log into the course daily during the week and on the weekends to

respond to emails and discussions• Grade and return all work within one week of assignment• Inform students if you will be away from the course• Ensure back-up of your course and important course data

Source: http://www.utica.edu/academic/facultyinfo/media/Best%20Practices%20for%20Online%20Teaching%20-%20Summary.pdf

Best Practices for “Perfect” Online CourseContents:

SyllabusCourse Management SystemInstructor Guidance

Introductory StatementMonday Morning MemosEmailsTelephone Calls

TextbooksMedia (Videos, Audios, Visuals)Virtual Materials (Discussions, Chats)

Source: Michael Simonson, Fischler School of Education and Human Services

Best Practices for “Perfect” Online Course

Artifacts of Learning:Three Major Graded AssignmentsExamProblem/Scenario/SituationResearch Paper10-15 Minor Graded ActivitiesDiscussion Postings/Blogs/Wikis/EmailsUnit Content:Introduction to the Unit (3 Units, 15 Modules)ReadingsViewingsDiscussionsInstructor Presentations

Source: Michael Simonson, Fischler School of Education and Human Services

Planning for Distance Instruction

• Shift to visual presentations, engaged learners, and careful timing of presenting information

• Illustrate key concepts and topics• Encourage interactivity• Plan activities that allow for individual and group work• Have various means of communication

Models for Designing Internet Courses

• Linear-designed instructionSubdivisions of the course are identified with each content area divided into modules. The modules are then divided into topics.• Branched-designed instructionThis model is similar to the linear design instruction model except assessments along the way may have a student go ahead and go back depending on the progress and understanding of the topics.• Hypercontent-designed instructionThe content for this model is divided into unites, modules, and topics, but the students are able to determine the order or sequence of topics.• Learner-directed designThe content is divided into units, modules, and topics with various learning experiences, but there is no order or sequence so students can determine the order of the topics to study.

Communication

1. Email every week2. Discussion board every week3. Update News in D2L for each week4. Prepare virtual lecture notes each week5. Make comments on grading rubrics

Units, Modules, and TopicsUnits Modules Topics

Foundations Definition/Purpose Foundations of Distance Education

History Definitions, History, and Theories of Distance Ed

Research Research in Distance Education

Technology Distance Education Technologies

Teaching/Learning Students Distance Education Students

Course Design Instructional Design

Teaching Instructional Strategies

Handouts/Materials Creating Materials

Course Mgt Systems Authoring Tools

Managing/Evaluating Copyright Copyright in Distance Education

Managing Assessing/Evaluating Distance Education

Evaluating Training and Instructor Needs

Course Management System

https://d2l.sdbor.edu/