Teaching Online Courses Expectations
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This document discusses trends, tools, expectations, and challenges for teaching online courses. It notes that the majority of University of Utah students are in-state, married, or work more than 30 hours per week, creating demand for flexible online classes. Effective online teaching tools include the Canvas platform, videos under 10 minutes, and organized course structures. Students expect quick email responses, timely feedback, clear rubrics, and opportunities for peer collaboration. However, motivating minimal-effort students and ensuring engagement remain challenges for online courses.
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Teaching Online Courses Expectations
- 1. TEACHING IN THE DISTRACTED AGE: WHAT COMMUNICATION STUDENTS EXPECT FROM ONLINE COURSES? Penchan “Pink” Phoborisut
- 2. Teaching in the Distracted Age Teaching online courses Trends Tools Expectation Challenges
- 3. Trends Changes in media technology, expectation Rising demand for online classes Demographics of University of Utah 70% in state, 20% out of state, 10% international. Slightly more than 50% are married/newly- married 30% work more than 30 hours/week Summer classes
- 4. Trends
- 5. Tools Canvas, class website
- 6. Tools Video Help students navigate the site Clarify tasks Interact with students’ responses/discussions Ink2Go Record the computer screen Other educational sources Ted Talks, Khan Academy, iTunes University
- 7. Expectation from Students Video should be less than 10 mins Organized structure Fixed deadlines Quick email responses Timely feedback Detailed rubrics of each assignment
- 8. Expectation from Students Collaboration Interaction with their peers Learn from other students’ responses/contribution More control Working ahead
- 9. Social Media Integration Facebook Page, Twitter Course application on their smart phones.
- 10. Challenges & Limitation Motivated students always do well. Cases of students who do only minimal work. Online courses are more effective in the summer
- 12. Teaching in the Distracted Age Length of Readings 2-3 readings/week A chapter of 20-30 pages An article of 2-6 pages Length of videos Less than 10 minutes
- 13. TEACHING IN THE DISTRACTED AGE: WHAT COMMUNICATION STUDENTS EXPECT FROM ONLINE COURSES? Penchan “Pink” Phoborisut
Notas del editor
- Intro: I’m….., a PhD candidate in communication at the University of Utah. I’ve joined the Center for the Teaching and Learning Excellence’s Peer Mentoring Program in developing and teaching the online courses. The online courses that I’ve taught are a survey in media, Living in a Media World.
- First up, let me give you the overview of today’s talk. I’ll start with the emerging trends, demands. The tools, software and facilities that help with the online courses. Then I’ll discuss the expectations of students in taking the online classes. What works well and what might not. And I’ll conclude with the challenges and limitation of this platform.
- What drives us to the development of online platform is the change in media technology. Technology changes how students learn. That means it also affects how we teach. We now have high speed internet that allows for video, music streaming. Students tend to spend more time online and become used to the habit of getting what they want when they want it. And education has been on the latest on their on-demand list. At the University of Utah, the demands for online courses have been on the rise. This is partly due to the demographic of the students. More than 70% are in-state students, 20% out of state and 10% intenational. Slightly more than 50% are married, or are newly-weds. Most undergraduate have families, are professionals taking a few classes, or are housewives decide to come back school to after their kids go to college. About 30% of students work more than 30 hr/week. Therefore, the online classes would meet the needs of these students. Since the summer of 2012, the communication department offered online classes.
- In the past year, we have seen more and more students taking the online options. In each semester, about 8,000 students or a third of all undergrads take at least one online class. That means faculty also need to adapt to this new platform of teaching.
- Teaching an online class requires skills in technology such as setting up the class online, the interface, options that the technology offers. And teachers and students do navigate the site differently. What students find comfusing is that each teacher uses the class website differently. For example, where to participate in the weekly discussion or where to submit homework can vary from teacher to teacher.
- So to facilitate students in navigating the class site, visual aid such as a video clip is crucial. Weekly videos are robust substitute for the visual in traditional classroom. Students like the vides when they can see teachers talk and help them navigate the class website. In addition, this is helpful when emphasizing takeaway points of each week. Screen recording application such as Ink2Go is useful for instructors to prepare weekly videos for each class. I used to record myself as an audio file and then use the graphic and some pictures to go along with the voice. However with Ink2Go, now I can show students how to navigate the site, and show them the powerpoint of each class. Other edu sources can be added to enhance students’ understandings in key concepts or different worldviews. Ted talks and Khan Academy or iTunes University are good resources.
- That’s the technology. However, students do not hold attention for long video lecture. the YouTube culture that used to allow for 10 min long video upload. Partly, it might be the Khan Academy that featured the 10-min long videos. Other than the videos, students expect well-organized course materials. Activities should be posted in one place for each week. For deadlines, students like it when all assignments are due at the same specific date and time of the week. For example, my class’s due date is Wednesday, one minute before midnight.
- Since it is an online class, it’s hard for students to interact with other students but they do want this component in the online experience. Assignments that encouraged students to interaction with their peers should be included. For example, peer reviews or interaction on other students’ weekly responses. Students also
- Many argue that social media applications might help students to succeed in this online platform, However, from last semester’s survey, students did not want to link their personal social media accounts with the class account. This might be surprising since they tend to express no concerns in their online privacy when engaging in their daily online communication. However, they prefer smartphone applications or online class settings that links classroom communication to students’ cellphones can be an effective alternative.
- Weekly videos are robust substitute for the visual in traditional classroom. Students prefer to see teachers talk and help them navigate the class website. Screen recording application such as Ink2Go is useful for instructors to prepare weekly videos for each class.
- Intro: I’m….., a PhD candidate in communication at the University of Utah. I’ve joined the Center for the Teaching and Learning Excellence’s Peer Mentoring Program in developing and teaching the online courses. The online courses that I’ve taught are a survey in media, Living in a Media World.