Online Course Guidelines

Durham Tech's Online Course Guidelines summarize the best practices of quality online instruction.

The guidelines are intended to provide guidance for instructors who are new to online teaching; to help experienced online instructors identify areas for improvement; to assist supervisors with evaluating online instruction; to guide professional development and training efforts; and to communicate the college's expectations internally (faculty/staff) and externally (accrediting bodies).

The guidelines were originally written for asynchronous online courses but are largely applicable to synchronous online courses as well. More guidance for synchronous instruction is being developed.

Downloadable options

• Online Course Guidelines Checklist (PDF) - COMING JAN 2022
• Printable Online Course Guidelines (PDF) - COMING JAN 2022

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Course expectations | Basic course information

1. The instructor posts a syllabus in the course Sakai site that clearly communicates course policies and expectations.
   
   The instructor uses Durham Tech’s Syllabus Template for Online/Hybrid/Blended Courses (DOC) or another template provided by their supervisor to provide clear expectations for the class.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

For online classes, it’s especially important to lay out expectations for communication in the class. Be sure your syllabus clearly conveys: Your contact information, preferred method of communication, and response time response time students can expect when they contact you Turnaround time for assignments to be graded and returned to students Expectations for communication with classmates, including ground rules that foster a respectful and inclusive learning environment See guideline #12 for additional tips.

Syllabus Template for Online/Hybrid/Blended Courses (located on Instructor Resources page of Durham Tech’s website) When planning your course, be sure to read and adhere to Durham Tech’s Attendance Rules for Online, Hybrid, and Blended Classes (PDF) Working with the Syllabus in Sakai: How to Post a Syllabus in Sakai (PDF) Uploading a Syllabus (video) How to Create a Syllabus Using Cut and Paste from a Document How to Edit Syllabus Items

2. The Overview page of the course Sakai site lists the course title and instructor name(s) and contact information.
   • If applicable, list any class meeting days/times and location (including synchronous online meetings).
   • Full-time instructors, list office hours and location.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

First impressions matter! The Overview page should be the entrance to your site, the first thing students see. Help your students get off to a good start by providing an overview page that is welcoming and informative. Optionally, in addition to the items listed in the guideline, the instructor can also add an image, welcome video, course description, list of course outcomes, or other items to make the site welcoming and unique. TIP: Make sure the Overview button is the top item on your course menu. Otherwise, students will not see this page when they enter the course.

How to add instructor info and image to the Overview page How to create a welcome video using a narrated PowerPoint How to create a welcome video using Warpwire

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Course organization and content

3. The Lessons area of the course Sakai site contains a subpage for each week or unit of the class. Each weekly/unit subpage includes clear and complete details for assignments and activities, including due dates.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

The Lessons tool is the central hub where students find all assignments, readings, materials, etc. for the week or unit. If some activities or assignments take place outside Sakai (such as on a publisher platform), the instructor should provide a clear note in the weekly/unit folder in Lessons, so it is evident what course activity is taking place and where. Follow the Weekly Lesson Template (PDF) to ensure your weekly/unit subpages are clear, complete, and easy for students to navigate. Utilize headings to structure your page content, as described in the template.

How to build a well-designed subpage in Lessons (YouTube video) How to build a well-designed subpage in Lessons (PDF) Organizing Lessons and the Course Menu (PDF) Lessons Tips and Best Practices for Effective Course Design Tip: When importing content from another Sakai site, all due dates must be updated! See Importing Course Content (PDF)

4. For asynchronous online classes, the instructor provides at least one activity each week for students to complete (submit).

Guideline ## Explanation and Resources

Guideline Explanation

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Durham Tech’s attendance rules require all online, hybrid, and blended classes to have a “course entry” activity in Sakai that students are required to submit by the class census date. (For details see Guideline 23.) For ongoing attendance AFTER the census date, asynchronous online courses (and hybrid/blended classes with an asynchronous component) must have at least one activity per week that requires student submission and can be used to determine attendance for the week. For details, see page 3 of the attendance rules. Note: Synchronous online courses (those that meet on a regular schedule via web-conferencing), do not require students to submit an activity every week. For these classes, attendance at the “live” online class meetings is the basis for ongoing attendance. For full details, see Attendance Rules for Online, Hybrid, and Blended Classes (PDF)

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5. Materials, resources, and examples reflect the diversity of the local and global community. .

Guideline ## Explanation and Resources

Guideline Explanation	Guideline Resources
N/A	Five Essential Strategies to Embrace Culturally Responsive Teaching (Faculty Focus) Create an Inclusive Class Climate Online (UC Davis) The Four E's in Increasing Diversity of Course Materials Creating Inclusive College Classrooms (University of Michigan)

6. Course materials and links are carefully reviewed prior to the start of the course (and regularly during the semester) to minimize errors and broken links.

Guideline ## Explanation and Resources

Guideline Explanation	Guideline Resources
Errors do happen and may hinder students’ progress. Encourage your students to let you know if they encounter an error or something not functioning on the site.	N/A

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Student engagement

7. The course includes assignments that promote active learning.

Guideline ## Explanation and Resources

Guideline Explanation	Guideline Resources
Promoting active learning means providing opportunities for students to interact with course content – and with each other – in thoughtful, purposeful ways.	Active Learning in Online Classes How Do I Do That Online? (PDF) Interactive features in Lessons that encourage active learning: Questions, Comments, Checklists, Student Pages Ideas to get students actively engaged Sakai Forums: Basics and Best Practices

8. The course incorporates multimedia elements (such as images, videos, links to external resources) that support learning outcomes.

Guideline ## Explanation and Resources

Guideline Explanation	Guideline Resources
When incorporating multimedia, consider copyright and accessibility (for details see the two guidelines for Legal Obligations).	Use Warpwire to create & share videos Convert PowerPoints into video lectures: Narrating PowerPoints and Sharing Them on Warpwire Embedding (Displaying) YouTube videos in Sakai (video) Embedding (Displaying) YouTube videos in Sakai Handout (PDF) Find free images to use in your course on Pixabay and Pexels Using Images in Test Questions (PDF)

9. Opportunities are provided for students to interact with and feel connected to their peers.

Guideline ## Explanation and Resources

Guideline Explanation

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By its nature, online learning involves distance between learners, which requires intentional action to overcome. Without a feeling of connection and community, students can feel isolated, which can negatively impact their persistence and success. Provide a variety of ways for students to interact throughout the course. These might include: a welcome forum where students introduce themselves group projects peer review student-created videos breakout rooms in online meetings

How do I create groups in Sakai? How do I enable group submissions for an assignment? Peer Review in Assignments How to set up a Peer Review Assignment How to grade a Peer Review Assignment How do students complete a Peer Review Assignment How do students view their Peer Review feedback Allowing Students to Create/Share Videos with Warpwire (PDF) Create and Manage Breakout Rooms in Sakai Meetings

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Instructor presence | Communication

10. The instructor maintains regular contact with students in multiple ways throughout the course.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

Research indicates that instructor communication helps students feel connected in the online environment. It keeps students on track, increases their sense of self-efficacy and overall satisfaction, and can lead to greater persistence in the course. It’s important for the instructor to provide regular, encouraging communication with the entire class and to reach out to individual students – for example, contacting a student who misses multiple assignments. The U.S. Department of Education requires “regular and substantive interaction between the students and the instructor(s)… on a predictable and scheduled basis” (34 CFR § 600.2). The instructor may use a variety of tools to maintain communication (Announcements, Email, Forums, Chat, Meetings, etc.) Providing regular feedback to students on their work is a key component of communication (for details, see Guideline 17).

Opportunities for Social Interactions with Your Online Students (PDF) Tips for Instructor Presence in Online Courses (PDF) Sakai Forums: Basics and Best Practices How to use the Chat Room Sakai Meetings: How to hold "live" online meetings with students Regular and Substantive Interaction: An Overview for Instructors of Online Courses (Everett Community College) Communication Plans for Online Classes (University of Michigan)

11. The instructor posts an announcement in Sakai at least once a week to provide updates, reminders, or comments related to course content.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

Online classes lack the regular schedule and predictability of face-to-face classes. Instructors need to create structure for students in multiple ways. Posting announcements on a regular schedule helps situate students each week, providing predictability and consistency. Announcements also provide a record in the course site of your communications with the whole class. Also, the U.S. Department of Education requires that instructors provide regular communications that are “predictable and scheduled” (34 CFR § 600.2).

How do I add an announcement? Tip: When creating an announcement, it is a good idea to select the option to send an email notification to all participants.

12. The instructor responds to student emails and requests for help in a timely way, consistent with the response time stated in the syllabus.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

Students need a clear statement of the response time frame to expect when they contact you for assistance. Think through what kind of response time frame is reasonable and workable for you. In the syllabus, set specific and reasonable expectations for responding to student emails and requests -- and then follow through. A common expectation is to specify a 24–48-hour time frame. Some instructors specify a different time frame for weekends.

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13. The instructor maintains a respectful learning environment so that all students feel included.

Guideline ## Explanation and Resources

Guideline Explanation	Guideline Resources
Define clear expectations or ground rules for communications to foster an inclusive learning environment where students feel respected. Restate these expectations regularly and consistently.	Structuring the Classroom for Inclusive Teaching (UNC) How to Make Your Teaching More Inclusive: Advice Guide (Chronicle of Higher Education – free sign-up required)

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Assessment | Grading | Feedback

14. Assessment of student learning is aligned with course outcomes, conducted throughout the duration of the course, and uses multiple methods.

Guideline ## Explanation and Resources

Guideline Explanation	Guideline Resources
Aligning assessments with course outcomes enables you and your students to know how well they have mastered the skills and knowledge required for the course. Provide a variety of opportunities and activities for students to demonstrate skills and knowledge.	Why should assessments, learning objectives, and instructional strategies be aligned? (Carnegie Mellon University) Online Assessment (Penn State) Examples of Various Online Assessment Activities (University of Waikato)

15. Assessments are designed and administered to uphold academic integrity. Online tests and quizzes use recommended settings to deter cheating and minimize technical problems.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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16. The Sakai Gradebook is set up and consistent with the grading procedures stated in the syllabus. Grades are posted regularly, allowing students to track their progress.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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17. The instructor provides timely, specific, actionable feedback to students on their work, consistent with expectations stated in the syllabus or other course documents.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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Legal obligations

18. The instructor makes a good faith effort to comply with copyright laws and fair use principles.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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19. Course design indicates a conscious effort to comply with accessibility standards.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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Launching the Course

20. Prior to the start of the course, the instructor sends a welcome email explaining when and how the course will start, orientation requirements, how to log in, any special tools or materials needed, etc.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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21. The instructor publishes the course site by 8:00 AM on the class start date and posts a welcome announcement telling students what to do to begin.

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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22. An orientation is provided that introduces students to the course.

Guideline ## Explanation and Resources

Guideline Explanation

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23. The instructor provides an initial activity in Sakai to capture each student’s official entry into the course, in compliance with Durham Tech’s Attendance Rules for Online, Hybrid, and Blended Classes (PDF).

Guideline ## Explanation and Resources

Guideline Explanation

Guideline Resources

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