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An Online Course in a Nutshell

An Online Course in a Nutshell

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Published by: api-3860347 on Oct 19, 2008
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03/18/2014

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AN ONLINE COURSE IN A NUTSHELL

Teaching online requires many of the same skills and techniques instructors use in traditional
classes, but there are some differences. In an online course, students access the course
materials over the Web at any time of day or night. Often much of the information students
acquire in the course comes from the class textbook (if one is assigned) and other readings,
along with what they get from library research, Internet resources, CD-ROMs, and other
resources.

Most importantly, students in an online course depend on conferencing software, email, and other
asynchronous modes of communication for the interaction they have with each other and with the
instructor. This interaction is the core of the course. In an online course, students cannot simply
raise their hand to ask a question as they would in a classroom. Email and conferencing software
more than make up for this, since having to type out a question forces more reflection before
posting it. In addition, thanks to the flexibility of the Web, students will never miss vital class
discussions. They can log on and access class materials and discussions at virtually any time of
day. Finally, the potential for collaborative work and small-group discussions among students who
may never meet face-to-face is what makes Web-based courses so exciting and so powerful an
educational format.

How does this all come together in practice? Here's a step by step example of what happens
accompanied by a figure to illustrate the concepts being discussed:
1. Students enroll in your online course(s) via your school's registration procedures.

2. Students receive their usernames and passwords allowing them access to the course materials. They also purchase the textbook (if required) and other materials from the college bookstore or other source.

3. Each week, for the duration of the course, the instructor assigns units and materials from
the course Web site, readings from the textbook and other print materials, writing
assignments, group projects, and other activities. Students work on their own time, going
over the online course material from any personal computer with Web access, whether
it's at school, at home, at work, or in the library. They submit completed assignments via
email.

4. Students communicate electronically with each other and the instructor several times a
week. Of course, email, voicemail, fax, and telephone are also viable means of
communication, but the heart of an asynchronous Web-based course will take place in
the online discussion room. Instructors usemany strategies to promote communication

online which help ensure student participation and achieve maximum effectiveness in
online discussions.

5. At appropriate times the instructor tests student retention of the material. Many Web-
based courses have short online Self-Tests for each unit that students use to evaluate
their own progress. Also, many textbook companies provide accompanying web quizzes
as ancillary materials to the text. Usually an instructor will give mid-term and final exams
and/or assign projects. Depending on the school's examination policies, the instructor
may need to make suitable arrangements for issuing and proctoring these exams.

6. Students are assessed and graded on a combination of factors \u2013 test/quiz scores,
individual and group project grades, homework, participation in class discussions, etc.
ASSESSING LEARNING OBJECTIVES BLOOM'S TAXONOMY

Bloom's Taxonomy provides a useful structure in which to categorize test questions when
assessing student learning. The table below describes skills demonstrated for each level of
thinking according to Bloom as well as question cues that can be used to elicit student responses
within that level. The same content information can be assessed at different levels of cognition.
Here are some examples of test questions reflecting the six levels of learning according to Bloom.

Competence
Skills Demonstrated
Knowledge
\u2022
observation and recall of information
\u2022
knowledge of dates, events, places
\u2022
knowledge of major ideas
\u2022
mastery of subject matter
\u2022
Question Cues:
list, define, tell, describe, identify, show, label, collect, examine,
tabulate, quote, name, who, when, where, etc.
Comprehension
\u2022
understanding information
\u2022
grasp meaning
\u2022
translate knowledge into new context
\u2022
interpret facts, compare, contrast
\u2022
order, group, infer causes
\u2022
predict consequences
\u2022
Question Cues:
summarize, describe, interpret, contrast, predict, associate,
distinguish, estimate, differentiate, discuss, extend
Application
\u2022
use information
\u2022
use methods, concepts, theories in new situations
\u2022
solve problems using required skills or knowledge
\u2022
Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve,
examine, modify, relate, change, classify, experiment, discover
Analysis
\u2022
seeing patterns
\u2022
organization of parts
\u2022
recognition of hidden meanings
\u2022
identification of components
\u2022
Question Cues:
analyze, separate, order, explain, connect, classify, arrange,
divide, compare, select, explain, infer
Synthesis
\u2022
use old ideas to create new ones
\u2022
generalize from given facts
\u2022
relate knowledge from several areas
\u2022
predict, draw conclusions
\u2022
Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create,
design, invent, compose, formulate, prepare, generalize, rewrite
Evaluation
\u2022
compare and discriminate between ideas
\u2022
assess value of theories, presentations
\u2022
make choices based on reasoned argument
\u2022
verify value of evidence
\u2022
recognize subjectivity
\u2022
Question Cues:

assess, decide, rank, grade, test, measure, recommend,
convince, select, judge, explain, discriminate, support, conclude,
compare, summarize

ONLINE INSTRUCTION - IMPORTANT POINTS TO CONSIDER
Course Organization

In a traditional face-to-face course, the instructor often has complete control over the organization
of his/her own course. The online instructor is central too, but not alone in setting up the
organization and management of the course. New administrative skills are necessary for the
online instructor to coordinate institutional, pedagogical, and technological demands.

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