| Once again, our major goal is to provide faculty | | | | students work through difficulties in solving math |
| with consistent guidance through the many | | | | problems, while a video conference may be more |
| instructional decisions and design steps they need | | | | effective for a literature class discussion follow-up. |
| to pursue in this process. This process is a | | | | Faculty can make initial selections, determine if |
| fantastic opportunity to craft a virtual learning | | | | they work well, and add more strategies over |
| space in which people can engaging in learning | | | | time. |
| beyond the constraints of time and space. | | | | Step 4 Escalate Online Course Evaluation. As |
| Step 1 Tap the Power of Peer Learning. Online | | | | indicated in instructional and program planning, it is |
| learning environments provide an unparalleled | | | | most effective to start program design with |
| opportunity to access the benefits of peer | | | | evaluation in mind (Caffarella, 2002; Lawler & |
| learning. As described, students can increase their | | | | King, 2000). This maxim requires faculty to |
| understanding by communicating and exploring | | | | incorporate strategies and feedback mechanisms |
| content with one another. It is important to use | | | | for students/participants to share needs, |
| this opportunity to encourage peer learning to | | | | problems and suggestions during and after a |
| inform the dialogue and course discussions | | | | course delivery. Most faculty consider their |
| (Conrad & Donaldson, 2004; Luppicini, 2007). | | | | courses as works in progress. To support this |
| Rather than a black and white world with only | | | | continuous design, well-developed online courses |
| faculty providing answers, instructors who | | | | provide the means to systematically collect and |
| encourage peer learning can develop a critical | | | | easily analyze student feedback. It is interesting to |
| inquiry and learning community which respects and | | | | note that as technology users become more |
| values diverse views. | | | | comfortable with online technologies, they also |
| Step 2 Strengthen Student Assessment. As | | | | expect more features and services in their |
| mentioned above, the frequency and depth of | | | | courses. At this point, faculty can continue to |
| student feedback is important in online | | | | raise the ante of course expectations and design |
| environments and there are many options | | | | developments. |
| (Simonson et al., 2009). Consider first how to | | | | Step 5 Deliver, Improve & Repeat! The final |
| provide this guidance on an ongoing basis so that | | | | step in the model ensures that faculty remember |
| students frequently receive direction and support | | | | the continuing process. Instead of a linear |
| throughout the course (perhaps in assignments, | | | | sequence, this model poses a continuous |
| their journals, or discussion boards). Second, | | | | improvement cycle. Learners will provide |
| provide detailed, swiftly-written evaluations and | | | | feedback, faculty will discover assignments and |
| remarks on larger assignments so that learners | | | | strategies to add, and new developments will |
| have ample information and time to improve their | | | | mean changes have to made. Most online learning |
| work for their next submission. By following these | | | | environments provide the ability to copy an entire |
| recommendations faculty develop efficient | | | | course into the new semester's space. This |
| workflow, increase grading transparency, and | | | | provides a starting point and faculty can prioritize |
| cultivate student responsibility (Luppicini, 2007). | | | | the changes which are most urgent for the next |
| Step 3 Intensify Interaction with Students. Multiple | | | | round. |
| means for student interaction with the instructor | | | | These five steps of Part 2 complete the full circle |
| may include online office hours, responsive email | | | | of planning and designing online courses. I hope |
| policies, assessment feedback and/or advising | | | | that you experience much success in applying and |
| appointments. Faculty can select formats which | | | | adapting what you have read. Remember this |
| jointly fit the learning needs of the students and | | | | model is a continuous cycle and will be customized |
| their faculty needs (Simonson et al., 2007). For | | | | by you based on your context, learners and |
| instance, live virtual office hours with a shared | | | | content. Wishing you all success in your online |
| screen might be an effective way to help | | | | teaching endeavors. |