Workshop Topic Detail
Best Practices for Design, Delivery, and Student Success When Teaching Online Courses
Now more than ever, students are choosing to take their courses online, often enticed by access, flexibility, and the desire to continue their studies while working and raising families. As institutions and individual faculty members, we can collectively respond to this trend with well-designed courses that are delivered in engaging ways and that leverage evidence-based pedagogies for the virtual learning environment. During this workshop, specific approaches to structuring online courses that align with best practices for quality online teaching are shared. These approaches traverse Learning Management Systems such as Canvas, Blackboard, and D2L. Through hands-on activities, participants are exposed to examples and models that highlight several relevant and engaging delivery methods. The workshop ends with a summary of next steps via an action plan that details what faculty can specifically do to develop their online courses.
By the end of this workshop, participants know or be able to:
- Develop a strong foundational understanding of best practices for the design and delivery of online courses.
- Explore various best practices and exemplars related to course activities, assignments, and assessments for the online environment to adopt in their classrooms.
- Construct course elements in their institution's Learning Management System and complete an action plan outlining next steps for course development.
Plans for Audience Participation and Interaction:
Participants are engaged in a variety of ways, including large- and small-group conversations; reviewing exemplar or model course activities, assignments, and assessments; and hands-on opportunities to jumpstart developing technology and pedagogical skills for building engaging online courses. More specifically, this workshop provides a facilitated discussion setting for participants to share collegial information sharing around best practices for course design and delivery and intentionally designed activities to begin the process of course creation within their institution's Learning Management System.
Elizabeth A. Mosser Knight (Beth) completed her initial graduate work in educational psychology at The Ohio State University (OSU) where her research focused on student self-regulation and the assessment/reflection cycle. Her doctoral work in the higher education leadership for changing populations program at Notre Dame of Maryland University focuses on faculty development and organizational growth with special attention to equity and inclusivity. A faculty member at heart, Beth has taught a variety of courses across modalities over the years, including at OSU, Columbus State Community College, Harford Community College, Towson University, St. Catherine University, and Glendale Community College, with some time spent previously at Howard Community College, as well. Beth is an active proponent of the Universal Design for Learning approach to curriculum development and has facilitated many UDL-related workshops, conference presentations, and keynote addresses on the subject. Beth currently holds the role of associate dean for academic operations at Harford Community College, co-leading the Achieving the Dream movement and strategic planning development, oversight, and assessment. In her daily role, her team includes eLearning, curriculum and program development, academic assessment, and staff related to special initiatives such as CTE completion. She also has responsibilities related to dual enrollment, strategic enrollment management, and student support/policy administration (via Title IX, etc.). Beth works closely with the vice president for academic affairs along with faculty leadership, partnering with Student Affairs and other operational units on campus, to facilitate a seamless and successful student experience across divisions.