LINC 57A: WELCOMING & ENGAGING STUDENTS IN THE ONLINE ENVIRONMENT
Foothill College Course Outline of Record
|Effective Term:||Summer 2021|
|Hours:||3 lecture per week (36 total per quarter)|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
The student will be able to:
- Establish a system for pre-course contacts to ensure that learners have necessary course resources in a timely manner.
- Identify and describe barriers to success in online courses, including instructional assumptions.
- Assess course design elements that affect user perceptions.
- Design a course home page that supports student success and engages learner agency.
- Monitor and maintain student participation through established procedures and fail-safes, ensuring that students have the information needed to navigate the learning platform and perform required tasks.
- Establish and support a community of inquiry in a virtual classroom using learner-centered strategies and current practices that leverage technology for learner collaboration.
- Provide opportunities for instructors and students to establish a social presence in a virtual environment.
- Develop an orientation unit that sets clear expectations for all students.
- Design a proactive communication plan for the start of a course that welcomes and engages students.
- Use a learner-centered approach to design online courses.
- Develop procedures for maintaining regular and effective communication with students throughout a course.
- Pre-course contacts
- Setting a tone
- Providing course instructions
- Welcome letter
- Barriers to student online success
- Persistence and retention
- Suggested educational reforms for online courses
- Andragogical principles
- Student readiness
- Course design elements
- Student view vs. instructor view
- Cognitive load
- User interface and user experience
- Course home pages
- Monitor participation
- Course access data
- Community of inquiry
- Setting expectations
- Scaffolding learning
- Social presence
- Social cues
- Synchronous videoconferencing
- Orientation unit
- Communication plan for course start
- Cultural responsiveness
- Instructor contact
- Peer contact
- Assessment of engagement
- Student-centered course design
- Zone of proximal development
- Online collaborative learning
- Participation expectations
- Regular and effective communication
- Instructor presence
- Maintaining records
- Opportunities for interaction
- Just-in-time nudges
Special Facilities and/or Equipment
2. When taught online via Canvas students must have current email accounts and/or ongoing access to computers with email and web browsing capability
Method(s) of Evaluation
Designing and developing an online course plan and product or project
Presenting the product or project to peers, capturing feedback, and using it to revise the product or project
Making constructive contributions to class discussions and peer review feedback
Method(s) of Instruction
The student will be writing notes, listening, and participating in lecture presentation
The student will be observing an instructor-led demonstration and/or actively practicing the demonstrated skills
The student will be presenting and communicating their ideas in discussion and/or participating in peer reviews
Representative Text(s) and Other Materials
Karchmer-Klein, Rachel. Improving Online Teacher Education: Digital Tools and Evidence-Based Practices, 1st ed.. 2020.
Darby, Flower, and James M. Lang. Small Teaching Online, 1st ed.. 2019.
Linder, Kathryn E., and Chrysanthemum Mattison Hayes. High-Impact Practices in Online Education: Research and Best Practices, 1st ed.. 2018.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
- Writing assignments include a major course project and multiple developmental projects, online discussion response, and critical analysis of peer's educational projects.
- Outside assignments include conducting project development, writing the instructional plan, reading, and developing the project through an iterative process.
- When taught online these methods may take the form of video, audio, animation and webpage presentations. Writing assignments are completed online.