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Engagement Series: Introduction
There are many components to consider when developing an online course; a key framework to inform course development is student engagement. The Glossary of Education Reform defines student engagement as “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education” (Great Schools Partnership, 2016, para. 1). Developing and evaluating course content through the lens of engagement can help instructors create an environment that is conducive to learning and mastery of course outcomes.
Quiz Writing Best Practices
Quizzes are one of the most common forms of assessment. Instructors can use quizzes to not only test students but also check on their students’ progress throughout a course. When used effectively, quizzes can assess students in a variety of ways. This piece will provide recommendations and best practices for enhancing the quality of quiz content.
Engagement Series: Student-Instructor Engagement
This is the fourth and final piece in a series exploring different types of course engagement. This piece focuses on how course developers and instructors can foster student-instructor engagement in online courses.
Engagement Series: Student-Content Engagement
This is the second in a series of pieces exploring different types of course engagement. This piece focuses on how course developers and instructors can foster student-content engagement in online courses.
10 Key Considerations for Online Course Development
Designing and delivering effective online courses requires careful consideration of numerous factors. As a result, it can be difficult to determine where to begin in the process, particularly for course developers and instructors who are new to online learning. This piece presents a curated list of resources aligned with 10 key considerations applicable across academic disciplines and degree programs.
Harnessing the Third Space Theory for Effective Learning and Instructional Design Consultation
The Third Space theory, introduced by postcolonial theorist Homi K. Bhabha, explores a transformative space where new identities and meanings emerge through the interaction of diverse cultural elements. This "third space" is characterized by hybridity, challenging rigid, binary notions of identity and culture, and emphasizing fluid negotiations between dominant and marginalized perspectives (Burke, 2012; Lin, 2014). Bhabha’s theory builds on Ray Oldenburg’s (1999) concept of the "third place"—an informal public space where people gather to form a community that is neither home nor work—and extends it into the realms of cultural and social discourse, creating a broader framework for negotiating power, identity, and cultural exchange (Bhabha, 2012). These third spaces can emerge in a variety of contexts, including both physical locations like cafés or parks and virtual environments such as online forums or social media platforms, making the theory applicable to both in-person and digital interactions.
Navigating Late Policies Online
Late submissions can raise thorny questions for online instructors. While studies show that students who submit assessments before the due date receive higher-than-average grades, as many as 70% of college students identify as procrastinators (You, 2015). Despite instructor attempts to create a manageable workload and motivate students to submit assignments on time, it is inevitable that procrastination, combined with the competing obligations of online students, will result in occasional late submissions. When preparing for an upcoming term, it is a good idea to share a late policy that clearly communicates your expectations for student submissions (Santelli et al., 2020).
Self-Recording Best Practices
While traditional lectures are delivered in front of a classroom and allow you to read students’ engagement and adjust in real time to both content and pacing, online lectures do not afford the same flexibility. Therefore, it is important to carefully plan your videos in accordance with best practices in online learning. There are many video types and formats to choose from (see the Envision piece Matching Video Production Style to Learning Goals). One decision you'll need to make is whether you want to appear on camera. This guide covers best practices for videos that will include your webcam footage.
Infographic Considerations
An infographic is a visual that combines text, graphics, diagrams, and graphs to present information. When used effectively, infographics can be a powerful tool to guide students through the learning process. As described by Krauss (2012), “Infographics ask for an active response from the viewer, raising the questions, ‘What am I seeing?’ and ‘What does it mean?’” (p. 10). Infographics also present information in an organized way, which can improve students’ critical thinking, analysis, and synthesis skills (Yildirim, 2016).