Dr. Thomas uses Microsoft Teams to allow students autonomy over how they engage with the material and each other.
Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning
“In practical terms for online courses, it means designing options and choices within learning experiences, assignments, and special projects” (Boettcher & Conrad, 2016. p. 55). – December 31, 1969
Dr. Thomas details how he uses Microsoft Teams to provide analytic information about how students have been participating and using that information to encourage student engagement.
Best practice 3 Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week.
“Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum” (Boettcher & Conrad, 2016. p. 49). – December 31, 1969
(Semi)automated emails help Dr. Dutcher support struggling students and show that she cares about their well-being and success.
Best Practice 1: Be Present at Your Course
“Liberal use of communication tools such as announcements, unit introductions, discussion forums, feedback, and generally “being there” frequently communicates to learners that you care about their learning, their questions, and their concerns” (Boettcher & Conrad, 2016, p. 44). – December 31, 1969
Dr. Park-Primiano uses recorded videos paired with discussion prompts to engage students.
Best Practice 5: Use Synchronous and Asynchronous Activities
“These tools make it possible to do almost everything that we have been accustomed to doing in face‐to‐face classrooms, and discussions and events can be recorded and archived for later and multiple views. In addition, we can engage learners in more extensive collaborative and reflective activities, from anywhere” (Boettcher & Conrad, 2016. p. 52). – December 31, 1969
Dr. Park-Primiano facilitates asynchronous collaborative learning through videos.
Best Practice 5: Use Synchronous and Asynchronous Activities
We have learning management and course management systems… These tools make it possible to do almost everything that we have been accustomed to doing in face‐to‐face classrooms, and discussions and events can be recorded and archived for later and multiple views. In addition, we can engage learners in more extensive collaborative and reflective activities, from anywhere” (Boettcher & Conrad, 2016. p. 52). – December 31, 1969
