| 4.1
Time Requirements |
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Principle:
4.1.1
The instructor should allocate adequate time to develop and deliver
an online course. |
Practices:
A. If at all possible, complete the design and development of an online course prior
to its delivery. Module development is time consuming.
B.
If a full completion is not possible, complete at least half of
the course design and development before the course begins.
This will allow for at least a month spread between where the students are in the learning phase and where the instructor is in the development phase. As the students are progressing through the first half, the instructor should be developing subsequent modules.
Do not fall into the trap of staying only one week ahead of the students since some students may want to complete assignments at a faster pace than others.
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Examples:
Have all modules complete by the beginning of the semester.
If more modules need to be completed, most course management systems, such as ANGEL, will allow each module to be hidden from students until the faculty is ready for them to access it. |
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C. Set aside
an appropriate amount of time each week dedicated to managing
an online course.
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| Posting
resource links or FAQ's (Frequently Asked Questions) on the course site will assist students with questions before they arise.
Resource links might include content links, library and search
links, technical support links, and tutoring links. Inform
students of how and where they can get answers to their questions.
Plan time
dedicated to the evaluation of assignments, monitoring online
discussions, and replying to student email. Keep in mind that
a major complaint of distance learning students is the delay
or absence of feedback. Inform
students of any designated times that you will be replying
to emails.
Requiring students to post questions about the course to a designated Discussion Forum (such as "Student Questions") can reduce the time that faculty spend answering duplicate questions in email. When the questions are posed on the discussion fourm, it can also allow more experienced students to assist in answering these questions. |
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Principle:
4.1.2
The instructor should recommend the enrollment number in an online
course depending on the course content, the support system, and the
instructor's experience with online instruction. |
Practices:
A. An online
course involves more student interaction than a traditional classroom
course, and therefore requires more instructor time.
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Examples:
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Whereas in a "traditional" course, a few students
might approach the instructor with questions after the class,
in an online course, all the students are corresponding with
the instructor and at different times. Because of the increased
student interaction, enrollment in online courses should be
limited according to the course content and support systems
available to prevent faculty overload. |
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| Principle:
4.1.3 The instructor
should prepare students for taking the responsibility of learning
in an online course.
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Practices:
A. Student
time commitments may increase in online courses since the responsibility
for learning shifts from being teacher-centered to student-centered.
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Examples:
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In distance learning courses, students assume responsibility
for their learning and a certain level of self-discipline
is required for an online course. Students should be made
aware of this prior to the start of the course so they can
plan their time accordingly.
Online
instructors may wish to plan activities during the first week
of a course to help students determine how they function as
independent learners and become familiar with the expectations
and time commitments required by the course.
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