DE Oracle @ UMUC

Instructional Strategies:

Examples:

Course Objectives:

Make students aware of the relationship between the course structure and course goals / objectives.

• In the introduction to the course, have students review the course objectives and develop questions for them to answer.
• Include specific course goals in assignment instructions.
• Create and post a matrix to clarify course goals with space for students to fill in additional text chapter objects and subject matter examples.

Course Structure:

Make students aware of the relationship between the course structure and course modules.

• Organize conference topics by course modules. For instance, set up a conference entitled "Module 2 – The Structure of Business" and assign discussion topics on such things as mergers / acquisitions, entrepreneurship, etc.

Expectations and Grading:

Use assignment rubrics to clarify lesson goals and expectations for learning success.

• Post holistic or analytic rubrics under the conference assignment link or other accessible location. Require students to review the rubric and make comments. You may want / need to prompt them with a few discussion questions.

Flexibility:

Allow for flexibility and provide clarification. Students appreciate the opportunity to make choices that reflect their interests.

• Allow late assignments with set penalty points.
• Offer assignment topic choices (e.g., require 6 out of 8 writing assignment options).
• Offer conference discussions, study groups, or debates with longer, multiple-week timelines.

Assess Understanding:

Use elements within the course / assignment that provide feedback to both instructor and student(s) that show level of understanding of course and assignment details, instructions, and procedures.

• Devise a syllabus quiz by creating questions on the most important components such as grading information, project descriptions, and course schedule. For incentive, award 2 points or include a General Online Participation grade for getting all questions correct.
• Create conference topic(s) that ensure clarity by using a "read and respond" topic to require positive indication of understanding about requirements. For instance, use "Ask the Professor" topic(s) to facilitate clarifying questions on requirements and expectations.

Initial Communication:

Send a welcome letter to your students the week before class starts.

• Send e-mail greeting to students, reminding them about the pre-Week 1 access to WebTycho and encouraging them to introduce themselves. This is a good opportunity to emphasize the regular and frequent online participation and communication.

Introductions that Enhance Connection:

Provide creative ways for students to introduce themselves to the class by posting an introduction conference.

• Post a structured set of questions designed to draw out students; learn preferred names / nicknames; provide a "learner portrait" based on sharable background, academic and personal goals, family and community accomplishments, and involvements / hobbies. This activity builds clear communication channels and good working instructor-student and student-student relationships.
• Respond to each student individually, spotlighting one or two pieces of information shared by the student. Noting common background ("I'm from Chicago, too!") or connecting a student's job or past course experience to the forthcoming BMGT 110 assignments will help students feel more connected to the class.
• Maintain samples of introductory responses for use as a quick reference and customize responses that show instructor awareness of individual student needs, especially in case retention issues arise.

Time Management Strategies:

Help students understand time management issues by creating a discussion topic on strategies and practices for the adult learner.

• Encourage students to share tried and true time management approaches that lead to successful course completion.
• Stress the importance of maximizing the ability to plan ahead for all course assignments at the beginning of the term by entering deadlines on the calendar, PDA, or the MyUMUC calendar feature.

Debriefs of Assignments:

Create assignment debriefs to provide reinforcement of learning subject matter and / or concepts.

• After due date, post the grading key, an exemplary student sample, or discussion questions on how students came up with concepts for their project / report.

At-Risk students:

Keep in touch with no-show or at-risk students.

• At the end of the second or third week (depending on course assignments and policies), compose a friendly yet firm reminder about the importance of regular and meaningful participation, including meeting assignment requirements, goals, and deadlines.

Class Announcement Reminders

Students need reinforcements and reminders about upcoming assignment deadlines. They also appreciate frequent participation and positive feedback from the faculty.

• Use the Class Announcement area for assignment reminders and to encourage students to continually check the Course Schedule to stay on track (e.g., "Writing Assignment 3 is due 6/1. Check the Course Schedule and designated conference for details").
• In the beginning of the semester, send students reminders via e-mail as they get acquainted with the classroom layout.

Class Participation:

When students are new to online discussions, they need reinforcement and explanations of what to expect and what is expected of them.

• Reignite interest and participation in sagging discussions by posting new provocative questions or references about current events or late-breaking news (e.g., Congressional debate on immigration reforms and employers' needs).
• Deliver liberal "pats on backs" whenever justified (e.g., for improved work, increased interactivity, peer support, etc.).
• Actively engage with low participation / at-risk students who are not successfully completing the course. For instance, develop stock yet customizable e-mail to use when communicating with late-entry / low-level participants.
• Consider telephone contact as appropriate.