Offering online courses
Before the course starts
Develop an accessible, user-friendly website. All online materials should be well organised, follow a similar style, and clearly emphasise key points. Reduce visual clutter. Make sure the site is tested for its usability.
Ensure that announcements about times, locations and types of communication are posted in good time and reach all students.
Make the course syllabus available in alternative, multiple formats (HTML, PDF, RTF). Explain how the syllabus and assignments are linked.
During the course
At the first meeting, whether online or face to face
- explain the course concepts
- give a glossary of terms if appropriate
- emphasise the collaborative nature of e-learning
- state where students can get help.
Give clear and appropriate timelines, making sure that these have been understood and reminders are given, with all dates available on the course website.
Use a variety of learning and teaching approaches, with open-ended questions in discussion forums to encourage ideas and student participation.
Use several small tests or assignments rather than one or two major ones. Go for variety in assessment methods (projects, essays, exams, presentations, interviews, group participation). Be aware of the weighting given to different tests and consider how this may affect a student’s learning preferences. Provide online practice assessments with the types of question that may already have been used in the course material, and that will appear in the final assessment, so that students are being tested on what they have learnt from the module rather than how well they can read a new format of question.
Be aware of student needs and provide support in areas of difficulty.
Provide detailed and timely feedback which is constructive as well as instructive, confirming strengths and supporting weaknesses. Providing time for a self-evaluation activity can also be helpful and encourage further use of the materials supplied.
Keep the syllabus up to date, clearly marking any changes.