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Online Syl Lab Us

The document discusses key differences between on-campus and online syllabi and identifies critical components of an effective online syllabus. An online syllabus requires more detailed information since there is no in-person instruction to provide clarification. It should serve as a comprehensive guide for students. The document outlines important elements like course description, objectives, requirements, policies, instructor contact information and technical support. It emphasizes the need for clear expectations, timelines, communication guidelines and assessment criteria in an online syllabus.

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Melody Buckner
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© Attribution Non-Commercial (BY-NC)
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31 views25 pages

Online Syl Lab Us

The document discusses key differences between on-campus and online syllabi and identifies critical components of an effective online syllabus. An online syllabus requires more detailed information since there is no in-person instruction to provide clarification. It should serve as a comprehensive guide for students. The document outlines important elements like course description, objectives, requirements, policies, instructor contact information and technical support. It emphasizes the need for clear expectations, timelines, communication guidelines and assessment criteria in an online syllabus.

Uploaded by

Melody Buckner
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Contact: Melody Buckner

Instructional Designer
  Define the purpose of a syllabus

  Explain difference between an


on-campus syllabus and online
line syllabus

  Identify critical components of


an effective online syllabus

  Convert a traditional syllabus


into an effective online syllabus

  Identify some “best practices” to


use in the design of an online
syllabus
  The basic elements and
guidelines for the course

  Outline the expectations of the


faculty and the students

  Foundation for measuring the


learning experience in the course

  A contract or agreement between the faculty


and the student
  On-campus syllabus
◦  abbreviated because there is
verbal explanation.
◦  can be clarified in class.
◦  the faculty sets the tone in person

  Online syllabus
◦  requires no verbal explanation.
◦  must stand alone and serve as a
guide for the student.
◦  the syllabus set the tone
electronically
  Course Description
  Goals and Objectives
  Required Texts
  Grading Policies
  Academic Policies
  Contract between
faculty and student
  Outline time commitment
  Explain instructor availability
  Describe the pace of the
course
  Due dates must account for
time zones
  Explain how to submit
assignments
  Links can be placed into
syllabus for more explanation
  Navigation of course
management system
  Define the responsibilities and
expectations of student and
faculty
◦  Role of faculty is: facilitator,
evaluator, etc.
◦  Role of student is: active learner,
peer reviewer, facilitator, etc.
  Welcome
  Faculty information
  Course description   Student expectations
  Course goals/   Student evaluations
objectives   Technical support
  Required text/   Technical
materials requirements
  Course requirements   Calendar of events
  E-mail students the week before
class begins

  Describe the map or flow of the


online course

  Emphasize the importance of


reading the syllabus

  State that the syllabus is a


contract

  Conduct a quiz over the syllabus

  Post a discussion area for


questions about the syllabus
  Photo

  Contact information
◦  E-mail address
◦  Phone number (office, cell,
Skype)

  Office hours
◦  Both synchronous and
asynchronous
◦  State how often you will be
checking in on the course

  Biography information
◦  Professional
◦  Personal (if desired)
  Catalog description

  Course outcomes
◦  What am I going to learn
◦  Why is this important to me

  Outline course expectations


◦  What the course is not…
  Self-pace
  Independent Study
  Easier or less time than a
face-to-face course

  Any other specific course


information
◦  Pre-requisites
  Supply the ISBN with title
and edition of any text
◦  Recommend where to
purchase
◦  Give links, if possible

  Supply information about


accessing published
material on the library
database

  List any Internet resources


with links
  Describe all activities required of the students during
the course including:
◦  Readings
◦  Assignments
◦  Projects
◦  Research
◦  Group work
◦  Assessments
◦  Etc.

  State again the objective/goal/reason


behind the requirements

  State the flow of the course


◦  Weekly or by unit or self pace
  Define participation   Discussions
◦  Is it part of the grade? (asynchronous/
  Responsibilities synchronous)
◦  As an individual   Rubrics help define
◦  As a group member expectations
  Time commitment   Describe the pace
  Due dates and flow of the
◦  time zones course
  Policy on plagiarism,
academic integrity,
and ADA compliance
  Explain grade criteria
  List the components of the total
course grading system
  Describe the grading
percentages, points or scale
  Explain the criteria for passing
the course or obtaining the
various levels of grades
  Explain late policies
  Describe objective and
subjective assessment
  Supply students with a Rubric!
  Objective assessment is when there is only one
answer. Examples include:
◦  Multiple Choice
◦  True/False questions
◦  Matching

  Subjective assessment is when there may be more


than one way to answer. Examples include:
◦  Extended response
◦  Essay
◦  Project based
◦  Peer reviews
◦  Reflections or self-review

  Good idea – Supply students with a Rubric!


  List the University technical support
◦  24/7 phone number

  If
available supply the course
management system’s (CMS)
technical support website
or helpline

  Contactinformation for
any other resources
  Include hardware and
software requirements

  List any software or


plug-ins requires and
where to obtain them

  List required auxiliary


devices
◦  Head sets
◦  Web cam
◦  Microphones
  Visual representation of:
◦  Assignment due dates
◦  Assessments
◦  Discussion posts
◦  Group work
◦  Availability of faculty
(or unavailability)

  This can be done in


several forms:
◦  Calendar
◦  List or Table
◦  Spreadsheet
◦  Timeline
  Learning objectives are posted
in each module

  Create the first assignment to


orientate the student to the
online environment

  Explain how the online


environment is different from
the on campus environment
  Student centered (the learner must
be proactive)
  High level of learning involving:
◦  Critical thinking skills
◦  Reflective assignments (writing skills)
◦  Cumulative assignments
(organization skills)
  MarylandOnline Training of Faculty New
to teaching online:
http://www.mdfaconline.org/index.html

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