Expectations for Creating a Complete Online Course
Minimum acceptable requirements for online teaching in Summer and Fall 2020 semesters
Tutorials, Training, and assistance in meeting these requirements available through VTEO and TLOS. Also see QM Rubric 6th Ed.
It is best to define the course structure to your students before or at the beginning of the semester. Here are a list of definitions that could be used:
Synchronous: Where the instructor is present at the same time as the learners.
Asynchronous: Instruction does not occur at the same place or at the same time.
In-person or Face to Face: Student receives instruction in a space located on-campus. The instructor and student interact in the same physical space 76% to 100% of the scheduled class time.
Hybrid - Consist of two of the three instructional modalities: In-person (assigned a classroom to teach on campus) or Online Hybrid Synchronous and a portion of the class is taught online asynchronously.
Hybrid – In person scheduled class time may vary
Student receives instruction in a space located on-campus. The instructor and student interact in the same physical space at a minimum of 2% - 75% of the scheduled class time
Combined with either:
Online Hybrid Asynchronous
For formal instruction, the instructor and learner share the same physical space (In-person class) Electronic delivery is used for the balance of instruction. During electronic interaction, the instructor and learner interact mostly at different times (e.g. recorded lectures, quizzes, discussion board or podcast). Combined with virtual office hours
Online Hybrid Synchronous
For formal instruction, the instructor and learner share the same physical space (In-person class) . Electronic delivery is used for the balance of instruction. During electronic interaction, the instructor and learner interact mostly at the same time (e.g. video conference with Zoom live session).
Apart from a face-to face orientation or class meeting (on-campus), the instructor and student do not share the same physical space during the scheduled class time. This instructional modality can be synchronous or asynchronous.
“The Flipped Learning Network (FLN) describes flipping as moving “direct instruction” from the “group space” to the “individual space”, freeing up group time for interactive learning with the educator acting as a guide.
The goal of flipping is to maximize the utility of face-to-face time between the teacher and the learner. So while the ‘classic’ definition of flipping is to have students watch video lectures at home and do homework in class, this technique is not always the straightforward choice for all situations.”
After Thanksgiving Break 2020, all instruction will be delivered online.
**Please review the documents and information provided about Instructional Delivery Methods.
- Undergrads must meet Computer Requirement
- Graduate student requirements should be communicated. Computer hardware and equipment required for success in the course should be included in the syllabus, and available before they sign up for the course.
- Instructor and students must have
- Acceptable network speed to retrieve materials used.
- Video camera.
- Audio in (mic) and Audio Out (Speakers) or headset.
- Asynchronous delivery must be available for diverse audience:
- International students & those in different time zones.
- Students working at distance or cannot attend live.
- Students with SSD accessibility needs.
- Equivalent recorded versions by Zoom of any live sessions.
- Equitable participation for asynchronous learners.
- Contact Engineering Online staff for appropriate accessibility guidelines where applicable.
- All courses have a Canvas shell created automatically to serve as a central location for all course materials and Zoom recordings.
- All course materials and recordings must be contained within the Canvas shell or clearly referenced or routed through the shell.
- Use for delivery of written content, downloadable files, video, quiz-taking, discussion boards, etc.
- Clear navigation and instructions should be provided to students throughout
- Available in Canvas course shell. Minimally - download in ‘files.’
- Preferred – Canvas syllabus page.
- State purpose and structure of course
- Explain method and frequency of instructor communication
- Explain communication expected of students.
- Set expectations for frequency with which student should engage with the instructor and the course content.
- Explain technology and digital literacy requirements.
- Identify prerequisites for course.
- Introduce the instructor(s) to students.
- Clearly describe grading policies
- Syllabus includes all required university elements, e.g., Honor Code statement.
- Concrete measurable outcomes
- Course activities directly related to objectives.
- Assignments listed and detailed in Canvas. Assignments and tests assigned in Canvas, and students submit through Canvas.
- Clear expectations, requirements, tool needs. Grading policy stated.
- Support attainment of stated learning objectives.
- Promote engagement and active learning.
Canvas quiz tool is preferred. No emailing of exams by instructor.
- Grading Criteria clearly explained.
- Equitable grading for all students, synchronous or asynchronous.
- Assessments measure achievement of learning objectives
- While asynchronous delivery must be available, any synchronous lectures must only be offered during the officially scheduled class time.
- Office hours and exams will accommodate multiple time zones of students.
- Record and post spoken lecture materials within 24 hours.
- Upon student request in advance, subtitle all video or spoken materials using Canvas tool.
- Provide lecture slides to students and in advance if possible
- Provide Audio-Only version of recorded lectures
- Take into account time required to process and access online materials when setting assessment policies.
- Give clear instructions for all assignments, assessments, and expectations of students.
- Use tools provided by Virginia Tech – Canvas, Zoom, Kaltura, etc.
- Hold online office hours
- Contact VTEO to assist in any way.
- Consider using digital ink (active stylus to write on screen)
- Do provide students with a typewritten or otherwise legible version of any handwritten notes.
- Do not scan handwritten documents, without confirming with students that the transcripts are legible to them
- Do not email PDF’s to students as a method of content delivery.
- Do not require or assess performance based on ability to be at a specific physical location or in real time (synchronous learning).
- Do not use multiple platforms within the same course. Ex: Some assignments in Canvas, some in Google docs, some in email. Be consistent.
- Do not experiment with tools you have not become comfortable with, or that there is no support for at the university.
- Do not use unlicensed tools – Unless otherwise free to the user, software and tools not licensed for use at the university should not be required.
- Do not give an exam that requires all or nearly all of the available time for a student to complete it.
**Also see natcom.org Do’s and Don’ts
For a complete online course development walkthrough, vist our Canvas site: Online Course Development Walkthrough