Module 6: Summary & Looking Ahead
In This Module...
During this module, you explored additional topics and strategies that may be pertinent to your unique course design goals. As you continue on your course design and development journey, consider how the strategies you just reviewed may be implemented into your current and future courses. In the future, feel free to come back and review the strategies that may be relevant to those new courses and student demographics.
Coming up in the Next Module...
Next week, in Module 7: Building Your Course, you will continue to focus on tasks in your development course shell and begin preparing for the Virtual Showcase.
Module References & Additional Resources
- Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6), 1-6.
- Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Association for the Study of Higher Education (ED336049). ERIC. https://eric.ed.gov/?id=ED336049 Links to an external site.
- Brackett, V. (2007). Inspiring student self-motivation. InSight: A Collection of Faculty Scholarship, 2, 26–31. https://insightjournal.park.edu/wp-content/uploads/2020/01/2-Inspiring-Student-Self-Motivation.pdf Links to an external site.
- Brockbank, A., & McGill, I. (2007). Facilitating reflective learning in higher education (2nd ed.). Open University Press.
- Chen, B., Bastedo, K., & Howard, W. (2018). Exploring best practices for online STEM courses: Active learning, interaction & assessment design. Online Learning, 22(2). http://dx.doi.org/10.24059/olj.v22i2.1369
- Cull, S. (n.d.). Student motivation and engagement in online courses. Teach the Earth. https://serc.carleton.edu/NAGTWorkshops/online/motivation.html Links to an external site..
- Dennis, K., Bunkowski, L., & Eskey, M. (2007). The little engine that could - how to start the motor? Motivating the online student. InSight: A Journal of Scholarly Teaching, 2, 37–49. https://doi.org/10.46504/02200704de Links to an external site.
- DeMara, R., Salehi, S., & Muttinenti, S. (2016). Use learner-created videos for student engagement in a flipped classroom. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. https://topr.online.ucf.edu/using-learner-created-videos-for-student-engagement-in-a-flipped-classroom/
- Drozd, A. M., Zedreck-Gonzalez, J. F. & Frey, B. (2021). Use self-evaluation and instructor feedback in group discussions to enhance participation in large-enrollment courses. In A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.), Teaching Online Pedagogical Repository. https://topr.online.ucf.edu/use-self-evaluation-and-instructor-feedback-in-group-discussions-to-enhance-participation-in-large-enrollment-courses/
- Eplion, D. M., & Keefe, T. J. (2010, April). On-Line Exams: Strategies to Detect Cheating and Minimize Its Impact. Paper presented at the Instructional Technology Conference, Murfreesboro, Texas.
- Felder, R., & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4), 1-5.
- Franceschin, T. (n.d.). How to incorporate reflection into online courses. Edu4Me. http://edu4.me/en/how-to-incorporate-reflection-into-online-courses/ Links to an external site.
- Freeman, S. (2018). An overview of active learning practices in STEM disciplines with Dr. Scott Freeman. Center for Distributed Learning. https://cdl.ucf.edu/active-learning-practices-in-stem/
- Gieras, J. (2020, December 18). A powerful strategy for fostering student motivation. Edutopia. https://www.edutopia.org/article/powerful-strategy-fostering-student-motivation Links to an external site.
- Jones, M. (2020). Active learning in the online environment. Center for Teaching and Learning Excellence, Saint Leo University.
- Joosten, T. (2015). The secret is the blend (Inside higher ed). Inside Higher Ed. https://www.insidehighered.com/blogs/higher-ed-gamma/secret-blend Links to an external site.
- Katambur, D. (2018, October 8). Harnessing the power of reflective learning in online training: 5 benefits. CommLab India: Online Training. https://blog.commlabindia.com/elearning-design/reflective-learning-benefits Links to an external site.
- Kelly, R. (2009, November 6). Tips for managing large online classes. Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-course-design-and-preparation/tips-for-managing-large-online-classes/ Links to an external site.
- Knowles, M. S., Holton, E. F., Swanson, R. A., & Robinson, P. A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge. https://doi.org/10.4324/9780429299612 Links to an external site.
- Kobialka, J. (2016, May 10). 7 reflection tips for assessment, empowerment, and self-awareness. Edutopia. https://www.edutopia.org/blog/reflection-assessment-empowerment-self-awareness-james-kobialka Links to an external site.
- Krovitz, G. E. (2007). Ways to prevent cheating on online exams. eNewsletter: Editor's voice, 8 (6). http://www.ecollege.com/Newsletter/EducatorsVoice/EducatorsVoice-Vol8Iss6.learn Links to an external site.
- Lake, B. (2018, September 20). Best practices for large-enrollment online courses, part I: Managing student expectations, leveraging quizzes, and reducing grading load. Arizona State University Teach Online. https://teachonline.asu.edu/2018/09/best-practices-for-large-enrollment-courses-in-canvas/ Links to an external site.
- Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-309.
- Loder, M. (2018, October 2). Best practices for large-enrollment online courses, part 2: Managing groups, peer review, and other peer-to-peer interactions. Arizona State University Teach Online. https://teachonline.asu.edu/2018/09/best-practices-for-large-enrollment-courses-in-canvas/ Links to an external site.
- Major, A. E., & Greenwood, E. (n.d.). Online assessment resources available at UCF. UCF Center for Distributed Learning. https://digitallearning.ucf.edu/newsroom/wp-content/uploads/2020/05/online_assessment_0420-4.pdf
- Massiah, C. A. & Howard, W. (2014). Online engagement strategies for large classes. Center for Distributed Learning. https://cdl.ucf.edu/faculty-seminar07/
- Mayhew, M. J., Rockenback, A. N., Bowman, N. A., Seifert, T. A. D., Wolniak, G. C., Pascarella, E. T., & Terenzini, P. T. (2016). How college affects students: 21st century evidence that higher education works, 3, Jossey-Bass.
- McKenzie, L. (2021, March 11). Cautious optimism about teaching STEM online. Inside Higher Ed. https://www.insidehighered.com/news/2021/03/11/faculty-still-harbor-concerns-about-teaching-stem-courses-online
- Michigan Virtual University (2011). Planning guide for online and blended learning: Creating new models for student success. MVU. https://micourses.org/resources/pdf/toolkit/MVU_RPT_PlanningGuide.pdf Links to an external site.
- Pacansky-Brock, M. (2020). How to humanize your online class, version 2.0 [Infographic]. https://brocansky.com/humanizing/infographic2
- Pappas, C. (2017, March 22). 8 Ways to Encourage Online Learning Reflecting in e-Learning. eLearning Industry. https://elearningindustry.com/ways-encourage-online-learner-reflection-elearning Links to an external site.
- Peleda, Y., Eshetb, Y., Barczykc, C., Grinautskid, K. (2019). Predictors of academic dishonesty among undergraduate students in online and face-to-face courses. Computers & Education, 131, 49-59. https://doi.org/10.1016/j.compedu.2018.05.012 Links to an external site.
- Phillips, W. & Chen, B. (2015). Use three-before-me as a communication strategy in a large class. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. https://topr.online.ucf.edu/three-before-me/
- Raible, J., Howard, W., Chen, B., & Thompson, K. (2015). Reach more students with targeted office hours. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. https://topr.online.ucf.edu/reach-more-students-with-targeted-office-hours/
- Sands, P. (2002.) Inside outside, upside downside: Strategies for connecting online and face-to-face instruction in hybrid courses. Teaching with Technology Today, 8(6).
- Schunk, D. H. (2019). Learning theories: An educational perspective (8th ed.). Pearson Education.
- Seaman, J., Allen, I. E., & Ralph, N. (2021). Teaching online: STEM education in the time of COVID. Bay View Analytics. https://onlinelearningconsortium.org/read/teaching-online-stem-in-a-time-of-covid/
- Sull, C. (2008, April). How to motivate your students. eLearn Magazine. https://elearnmag.acm.org/archive.cfm?aid=1373288 Links to an external site.
- Taft, S. H., Kesten, K., & El-Banna, M. M. (2019). One size does not fit all: Toward an evidence-based framework for determining online course enrollment sizes in higher education. Online Learning, 23(3), 188-233. http://dx.doi.org/10.24059/olj.v23i3.1534 Links to an external site.
- Thomas, R. A. (2021, June 22). 5 considerations for class size in online asynchronous courses. The OLC Blog. https://onlinelearningconsortium.org/5-considerations-for-class-size-in-online-asynchronous-courses/ Links to an external site.
- Vinney, C. (2019, January 20). Social cognitive theory: Definition and examples. ThoughtCo. https://www.thoughtco.com/social-cognitive-theory-4174567 Links to an external site.
- Watson, G., & Sottile, J. (2010). Cheating in the digital age: Do students cheat more in online courses? Online Journal of Distance Learning Administration, 13 (1). https://www.westga.edu/~distance/ojdla/spring131/watson131.html
- Wiley (2022). New Insights into Academic Integrity, 2022 Update. The Wiley Network. https://www.wiley.com/network/instructors-students/education-trends/new-insights-into-academic-integrity-fall-2021-report
Links to an external site.