Faculty Resources

Best Practices in eLearning :

Best Practices in Hybrid Instruction
These features are recommended as best practices in HYBRID course design and instruction. This document is designed as an informational resource only.

Best Practices in Online Instruction
These features are recommended as best practices in ONLINE course design and instruction. This document is designed as an informational resource only.

Top 10 Tips for Creating an Online Course (or Hybrid)
Peggy Johnson's tips for creating an online course. Download as a pdf

Treasure Trove - pdf
Ideas for online teaching

Quality Matters:

In January 2009, MCC secured a license to use the new Quality Matters rubric containing 40 elements across eith broad standard areas. Go to www.qualitymatters.org/Rubric.htm.

General Course Information

This information should be provided within the course shell and, when possible, be readily available (on either the instructor or department website) prior to the start of the semester. It is suggested that the items indicated with an asterisk (*) be made available prior to the start date so the student can prepare. Many of these items can be provided within the syllabus itself.

• Online Information*
  Guide students to MCC eLearning at www.mesacc.edu/eLearning / for valuable information.
• Have them take the Online Learning Readiness Survey at www.mesacc.edu/eLearning /dl_survey.html.


• Syllabus*
  District requirements are met. See Maricopa Syllabus Resource Center at www.mcli.dist.maricopa.edu/syllabus/index.php. This includes college/instructor name, contact information, course information, grading standards, attendance requirements, required materials, statements of responsibility, services related to special accommodations and a "subject to change" statement.


• Learning Resources*
  Textbook and other resource requirements are noted, and the way to obtain them is clear.


• Technology*
  Requirements and plug in/additional software download processes are presented.


• Instructor*
  Contact information, office hours and instructor introduction are available.


• Expectations*
  Information is included on the demands and requirements for success. Delivery methods are defined. For example, on-campus requirements, field-trips, etc.


• Learning Objectives
  Defined, measurable and consistent with course competencies.
• www.maricopa.edu/academic/ccta/curric/search_engine.php .


• Getting Started
  Process is in place for students to get information on initial course steps and access to the course. For example, what is needed before class, when course goes live, initial contact, a "start here" feature, etc.

General Course Design

All of the information in General Course Information should be provided in the course shell. In addition, the following information should be considered when designing an online class.

• Structure
  Course organization is clear and the course is easy to navigate.


• Navigation
  Instructions are available to help students familiarize themselves with the course. For example, a scavenger hunt, virtual orientation, etc.


• Learning Module/Assignment Objectives
  Defined, measurable and consistent with course competencies.

Assessment

Assessing student participation and progress regularly is essential to good course design; student feedback can also provide valuable information when considering course modifications and updating.

• Objectives Alignment
  Align course competencies/learning objectives, learning activities and assessment/evaluation activities.


• Assessment Process
  Identify and explain assessment policy and procedures.


• Evaluation
  Provide detailed description or criteria for evaluating student work. For example, rubrics or grading explanations/criteria. For rubric examples go to http://ctl.mesacc.edu/wiki/index.php/Grading_Forms.


• Instruments
  Describe activities that monitor student progress throughout the course and measure learning objectives/outcomes. For example, tests, projects, essays, etc.


• Assessment Safeguards
  State cheating, student-only work and plagiarism policy. See http://ctl.mesacc.edu/_resources/helpdocs/turnitin.html for further information. Also, see the Course Integrity statement under Legal Matters.


• Grading Policy
  Provide a detailed explanation of grading policy. For example, point/percentage requirements for assignments and for the overall letter grade.


• Grade Book
  Provide students online access to their progress in the course.


• Course Evaluation
  Provide a tool that captures student feedback. For example, suggestion box or anonymous survey. Examples of such tools can be found at here.

Communication

It is important to engage students in your course and make them feel part of a community. Frequent communication helps to promote retention and increases student participation and interaction.

• Contact Information
  Clearly stated contact information and procedures, including instructor availability.


• Response Criteria
  Clearly stated timeframes for responding to student questions (usually 24 to 48 hours during the week), weekend/holiday responses, providing feedback on assignments, and posting grades.


• Student Communication Plan
  Outlined process for communicating with students. For example, class announcements and emails.


• Class Interaction
  Methods to allow student/student, student/instructor, student/content and student/technology interaction.


• Create and Nurture a Learning Community
  Process for class introductions and ongoing activities that create a sense of community and comfort. For examples, visit http://onlineLearning lab.wikispaces.com/icebreakers.

Learning and Technology Support

Delivery methods should promote learning. In addition, students often feel isolated in online/distance education courses so it is important to connect them with support resources.

• Learning Resources
  Provide information on learning assistance resources. For example, stated office hours, publisher tutorials, MCC Learning Enhancement Services at www.mesacc.edu/library/LE/, MCC Library services at www.mesacc.edu/library/ and other resources.


• Technology Support
  State how students can obtain technological support. For example, TSS at www.mesacc.edu/its/tss or outside support options if using a publisher-provided instructional management system.


• Learning Support
  Technology tools should support learning objectives and promote active learning. For examples, see "Teaching and Learning on the WEB." www.mcli.dist.maricopa.edu/tl/index.html.

Legal Matters

It is important to address security and legal issues.

• Copyright
  Have proper permissions and citations for any copyrighted materials or creative commons, http://creativecommons.org/ used in your class. See www.maricopa.edu/legal/ip/ for copyright information.


• Course Integrity
  State cheating, student-only work and plagiarism policy. See MCCCD policies at www.mesacc.edu/students/publications.html.

Accessibility

It is important that the course be accessible to all students.

• Disability
  Include an ADA statement and willingness to make accommodations based on disabilities. www.mesacc.edu/students/disability/. Some thought should be given to alternative modalities based on student needs.


• Readability
  Consideration should be given to the readability of course information. For example, type of font and colors used. www.section508.gov.