2. Learning Outcomes at Franciscan University
• CORE Goals
• As a university, Franciscan University of Steubenville has
committed to the following four CORE goals for the
undergraduate program core curriculum:
• Evaluate their place in the world in relationship to the natural
world, to human society, and to God.
• Communicate effectively.
• Demonstrate their knowledge-based values and an understanding
of their Christian vocation through service.
• Reflect on the relationship between faith and reason.
• Program Goals
• Program goals are constructed by faculty of the departments and
are specific to program of study, these goals can be evaluated
through the course assessments. These are required for all
courses.
3. Online Learning in the 21st Century
• Digital natives – grown up with computers, Internet etc.
• Digital immigrants – not raised with technology.
• Ensure that the course provides clear and engaging material in
online learning for students from all backgrounds.
(Vai & Sosulski, 2011)
4. Asynchronous Learning
• Synchronous: things happening at the same time (onsite courses).
• Asynchronous: things are happening at different times (online
courses).
• Blended learning: combination of any two - asynchronous
online, synchronous online, or onsite learning.
• Asynchronous learning is more flexible since the class is not fixed
within a set time period.
• Convenience: Teachers and learners are busy with full schedules, a
career and can participate when convenient with online courses.
• Offers flexibility of:
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Time - any time within fixed time periods.
Place – Internet + portable downloadable sections.
Pace – learners move at their own pace.
Participation – no pressure to respond immediately, time for reflection
available to evaluate and re-evaluate.
(Vai & Sosulski, 2011)
5. Orientation: Online Teaching and Learning
• Differences between online teaching and learning:
• Absence of physical space.
• All planning and preparing content takes place before course begins
• Communicating online vs. in-person: non-verbal communication in
class translates to tone of writing, written
encouragement, audio/video, email, phone.
• Delayed feedback since the course is asynchronous, provide
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clear, straight forward writing style, provide resources, anticipate
questions.
Visual design, keep it
simple, organized, clean, images, restating, providing examples.
Flexibility with deadlines to provide structure.
Time online as a teacher, have to adjust how time is used
(preparation, class-time, commuting, feedback, regular online presence
etc.), as a student, equal time as an onsite class.
Online class participation vs. attending class.
Office hours should be substituted by phone, text/video/chat, one-onone phone/real-time meetings.
(Vai & Sosulski, 2011)
6. Online Course Delivery
• A Learning Management System (LMS) is a program used to
create and manage an online course – e.g. Blackboard
• A course-designer must be computer literate to build an
online course.
• More importantly, an onsite course content must be
redesigned for effective online teaching and learning.
(Vai & Sosulski, 2011)
8. Features of an LMS
Feature
Content
Start Here
Welcome page
Course Information
Course Information Sheet, Syllabus – course structure and expectations,
clear deadlines structuring the course
Faculty Information
Bio, Contact Information, Office Hours
Learning Sessions
Course Content and Assignments – replace lectures, discussions,
activities, usually packaged by unit or by week, includes materials
students need to review
Discussions
Academic Discussion Board – participate in online course discussion,
usually initiated by instructor
Course Lounge
Student-student and student-teacher discussion space
View Announcements Updates and reminders – may be linked to Welcome Page
Send Email
Correspondence between course members
View Grades
Enables teacher and students to review and track academic progress
Academic Resources
Resources for students e.g. ADA compliance, Library Information etc.
Blackboard Help
Student Blackboard help with basic functions
9. Advanced Features of an LMS
• Blog – an online journal that enables the teacher and students
to post commentary on course questions, topics, and projects.
• Wiki – a communal space in which the teacher and the
students are able to post and edit content in order to create a
collaborative information resource – users add, edit and
structure content.
• Tests and Quizzes – assessment tools for creating online
tests, either with computer-generated feedback or instructor
feedback options.
• Groups – teacher can assign students to different groups for
discussions, assignments, or projects
(Vai & Sosulski, 2011)
10. Course Design Checklist
• 1.1 Course material is sufficient and directly related to learning
outcomes
• 1.3 Learning outcomes for an online course are identical to
those of the onsite version
11. Practical Considerations
• Teacher time management:
• Course design is ideally complete prior to course beginning.
• Takes more time the first time building a course.
• Teaching courses again, only needs revising and updating.
• Use clear language, easy access to material, consistency.
• Teacher posts announcements, new learning material, new
discussion topic etc. as needed.
• Check-in on student interaction, participation, work: discussion
board, blog, assignment.
• Give feedback on assignments as frequently as an onsite course.
• Class management: set up
assignments, communication, reminders, grouping for projects.
12. References
• Vai, M., & Sosulski, K. (2011). Essentials of Online Course
Design: A Standards-Based Guide. Taylor & Francis.
