The following practices bring about the best student outcomes:*
- Design the course using quality metrics and best practices. Aligning the course to adhere to standards of quality such as those found in Quality Matters helps increase course effectiveness.
- Adapt course organization and design for online delivery. A clear, consistent structure of course elements is essential for the online environment.
- Use active learning techniques. Students must discuss what they are learning, write about it, practice it, relate it to their experiences, and apply it to their lives.
- Provide learner support and resources. Resources that are specific to the course and support the whole person ensure student learning and student health.
- Give students opportunities for reflection. New perspectives, nuanced understanding, and deeper appreciation emerge from awareness, critical analysis, and self-exploration.
- Emphasize time on task. Time spent on practice, application, and reflection is directly related to student achievement.
- Communicate high expectations. High expectations, with appropriate support, lead to high rates of student success.
- Maintain regular contact with students. Your frequent and ongoing presence is invaluable to student success online.
- Encourage contact and cooperation among students. The exchange of ideas, opinions, arguments, perspectives, and questions is essential to a successful learning experience.
- Respect diverse talents and ways of learning. Diverse student populations bring different talents and styles of learning to the learning environment.
- Give prompt feedback. Feedback that is timely, constructive, and supportive increases student satisfaction and achievement.
- Pay attention to legal, ethical and academic dishonesty. Honesty is important and designers and instructors face liability issues when these concerns are not addressed.
Best Practices for Teaching Online Rubric
|Instructor presence||The instructor actively participates in the course four times or more per week spending at least 60 minutes in Webcampus. This includes moderating discussions responding to inquiries.||The instructor actively participates in the course at least three times per week spending at least 30 minutes in Webcampus.||The instructor participates in the course less than three times per week and spends less than 30 minutes in Webcampus.|
|E-mail response time||The instructor responds to student e-mail within 24 hours.||The instructor responds to student e-mail within 48 hours.||The instructor doesn't respond to student e-mail or greater than 48 hours.|
|Assignment feedback||Meaningful feedback is posted within 48 hours of the assignment due date.||Meaningful feedback is posted within 72 hours of the assignment due date.||Meaningful feedback is not provided within 72 hours of the assignment due date.|
|Student-to-instructor interaction||The instructor participates in and encourages regular (weekly) interaction with students.||The instructor participates in and encourages regular (at least every other week) interaction with students.||The instructor does not participate in or encourages regular interaction with students.|
|Student-to-Student interaction||The instructor encourages regular (weekly) interaction between students.||The instructor encourages regular (at least every other week) interaction between students.||The instructor does not encourage regular interaction between students.|
|Student intervention||The instructor promptly (within one week) attempts intervention for students that have missed more than a week of instruction or shows clear signs of being at risk of failing the course.||The instructor promptly (within two weeks) attempts intervention for students that have missed more than a week of instruction or shows clear signs of being at risk of failing the course.||The instructor makes no attempt to provide intervention for students that have missed more than a week of instruction or show clear signs of being at risk of failing the course.|
|Accommodation for students with disabilities||The instructor provides prompt and appropriate accommodation for students with disabilities (including responding to academic accommodation plans, arranging for proctored exams, or adjusting online exam time durations).||The instructor does not provide prompt and appropriate accommodation for students with disabilities (including responding to academic accommodation plans, arranging for proctored exams, or adjusting online exam time durations).|