Overview
Learning Objectives
By the end of this section, participants will be able to:
- Comply with governing policies and procedures by familiarizing themselves with COPs and accessibility guidelines, ensuring compliance in all course activities
- Plan strategies for regular and substantive interaction through announcements, micro-lectures, video conferencing sessions, or feedback
- Create assessments for asynchronous student-student interaction through peer reviews, asynchronous collaboration tools, or discussions
- Apply effective instructional design principles in the creation or adoption of course content by utilizing master courses, the RCE, accessibility features, the Educational Technology Toolkits, or available professional development
- Create and publish new content within Canvas using Canvas tools such as pages, quizzes, assignments, and discussions
- Choose remote proctoring strategies for your class by exploring why students cheat, creating authentic assessments, and effectively using remote proctoring tools
FSW Faculty Take
“One of the things I enjoy about teaching online is learning about each student as an individual. Because of the medium, I tend to give much more detailed feedback and guidance on assignments since I am not physically present to sit with students or help them face-to-face on academic work. I see growth and improvement over the course of a semester and I am able to share my pride with those students.
I also think that students in an online environment are more comfortable sharing their personal experiences (and circumstances) in writing (as opposed to out loud in a class discussion). This actually allows me to get to know my students on an even more personal level than I might in-person. It motivates me to help our students succeed and I get a lot of satisfaction helping those students learn and grow.
Most students taking online coursework have outside circumstances that would make it difficult to succeed in an in-person learning environment. As a person who completed two in-person degrees and then a blended/online doctorate (while working 90-hour work weeks with two children, one of which was a newborn), I am able to relate to these students and provide the empathy and emotional support needed to help them make it through – especially since earning a degree can feel so overwhelmingly impossible at times. It’s why I do what I do.”
Media Attributions
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