City College of San Francisco Educational Technology Department. Techniques for Establishing Regular and Effective Contact in an Online Class

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1 City College of San Francisco Educational Technology Department Techniques for Establishing Regular and Effective Contact in an Online Class Teaching an online class requires that the faculty member maintain regular and effective contact with the registered students. The class must NOT be self-paced. The instructor must regularly prompt the student for participation and provide feedback to the student. Such contact is demonstrated via the class policies included in the Syllabus, discussion forums, assignments, wikis, blogs, etc. Per Title V requirements, a course cannot be offered via online delivery unless there is local approval. For CCSF, all online classes must have a Distance Education Addendum approved by the College-wide Curriculum Committee. A section of the DEA requires that the faculty member seeking approval of a DEA specify student-instructor contact. Below is information that should be included in your Syllabus and a checklist that you can use to make certain that you are meeting the regular and effective contact requirement. Information to Include on Your Website Office location (Campus/Site, building, and room) address (CCSFmail or 365 only) Meetings/Orientation (location(s) and time) Information/Policies to Include in the Syllabus General information: Office location (Campus/Site, building, and room) address (CCSFmail or 365 only) Website URL (Required for all faculty teaching online/updated regularly) Meetings/Orientation (location(s) and time) Written explanations about: Mode of communication students will use to contact the instructor. For example, Walled Garden /iMail, 365, CCSFmail, Quickmail, Messages. Do not use 1

2 external clients such as Yahoo, Gmail, etc. Mode of communication the instructor will use to contact/prompt students. For example, for communication the instructor clearly states she/he will use Walled Garden /iMail, 365, CCSFmail, Quickmail, Messages. Explanation about forums in the class. Are forums graded? How many? Are the students required to participate in the forums? Are the students required to respond to each other s forum postings? How does the instructor respond to forum posts and how often? Response time to ((1-3 working days. Specify working days for example, M-F between 9 am and 5 pm) It needs to be clear whether or not the instructor will be available on weekends or after normal business hours. A contingency plan for what happens when the instructor is not available due to personal or technical emergencies. The plan details any absence of greater than two working days and provides clear options for students to continue their progress in the class until the instructor returns. Response time for feedback and return (grading) of student work (forums posts, quizzes, exams, surveys, activities, and assignments). How long before the instructor will prompt the student for lack of participation. If the instructor uses publisher material, it is strongly encouraged that the instructor write an introduction in the form of a lecture to any publisher created materials (written, recorded, broadcast, etc.) that combined with other course materials, creates the virtual equivalent of the face-to-face class. If you do not use the gradebook in Insight, make certain to include information about where students will access their grades. During the duration of the class A weekly News Forum informing students that the new week is open. Timely feedback and return of student work (tasks, tests, surveys, and discussions) in Insight by methods clarified in the syllabus. Discussion forums with appropriate facilitation, grading, and/or substantive instructor participation. It s not enough to simply require the students to post to the forum. The instructor must also provide substantive responses. Collaboration between students and between faculty and students using tools such as E-Portfolios/Blogs/Wiki for sharing student works in progress; provide feedback from fellow students and faculty in a collaborative manner, and to demonstrate 2

3 mastery, comprehension, application, and synthesis of a given set of concepts. A forum where students introduce themselves to the class and the instructor responds. More effective when both the students and the instructor respond to each other. Contact a student (using telephone or electronic means established in the syllabus) after one to two weeks of lack of participation). 3

4 City College of San Francisco Educational Technology Department Checklist for Providing Regular and Effective Contact in an Online Class Included Yes Written Information/Explanation in Syllabus Office location (Campus/Site, building, and room) Use your home department office, if you do not have an office on campus. (or we could say use B310?) address or only) Do not use external clients such as Yahoo, Gmail, etc. Website URL (Required for all faculty teaching online/updated at least at the beginning of registration for the next semester) Mode of communication students will use to contact the instructor. For example, , phone or various communication options within Insight. Response time to (1-3 working days. Specify working days, for example, M-F between 9 am and 5 pm) It needs to be clear whether or not the instructor will be available on weekends or after normal business hours. A contingency plan for what happens when the instructor is not available due to personal or technical emergencies. The plan details any absence of greater than two working days and provides clear options for students to continue their progress in the class until the instructor returns. Response time for feedback and return (grading) of student work (forums posts, quizzes, exams, surveys, activities, and assignments) How long before the instructor will prompt the student for lack of participation. Demonstration of Regular and Effective Contact in the Class A weekly News Forum informing students that the new week is open Timely feedback and return of student work (tasks, tests, surveys, and discussions) in Insight by methods clarified in the syllabus Discussion forums with appropriate facilitation and/or substantive instructor participation. It s not enough to simply require the students to post to the forum; the instructor must also provide substantive responses. Collaboration between students and between faculty and students using tools such as E-Portfolios/Blogs/Wiki/forums for sharing student works in progress; provide feedback from fellow students and faculty in a collaborative manner, and to demonstrate mastery, comprehension, application, and synthesis of a given set of concepts. A forum where students introduce themselves to the class and the instructor responds. More effective when both the students and instructor respond to each other. Contact a student (using telephone or electronic means established in the syllabus) after one-two weeks of lack of participation) Feedback 4

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