UAB Principles Practices for Instruction Principles & Practices for ... faculty to describe quality virtual teaching and learning. The principles ... must be present to facilitate

UAB Principles & Practices

for Quality Virtual Instruction

June, 2009

Sponsored by : The Associate Provost for Faculty Development & Affairs and the Associate Provost for

Undergraduate Programs

Created by: UAB Faculty with support by IT Instructional Technology

1 <<Shader: June, 2009>>

Table of Contents

Charge 3

Method 4

UAB Principles for Quality Instruction 5

UAB Practices for Quality Instruction 11

Next Steps ‐ Needs 18

Schedule Glossary of Terms 2 0


Principles and Practices for Blended and On‐line Education at UAB

Committee Charge

February 3, 2009

Sponsors

Dr. Claire Peel, Associate Provost for Faculty Development and Affairs and Dr. Philip Way, Associate Provost for Undergraduate Programs

Purpose

The principles and practice for blended and on‐line education are intended to be used by faculty:

• For faculty development and education

• To self‐review a course

• To guide course design and development

• To evaluate and guide the improvement of a blended and on‐line courses

• To enhance the quality of blended and on‐line instruction

• To guide the evaluation of student performance

• To propose effective assessment mechanisms

• To improve learning, retention and transfer of knowledge/skill

The principles and practice are not intended for use in faculty performance assessment and/or approval of courses.

Charge

To establish principles and best practice for quality web enhanced, blended, online and distance courses. Document the principles and practices in a manner that can be used reliably by faculty to serve the purposes described above.

Include suggestions to address barriers and to implement the principles and practices, as desired or required.

Present project and results to Dr Peel, Dr. Way, Faculty Senate, Academic Program Council

Committee

Lee Meadows ‐ chair, Karen Shader ‐ co‐chair , Mary Warren, Jackie Moss, Ted Bos, Dan Osborne.


Method

Establish Committee .

Lee Meadows – Chair : School of Education, Karen Shader – Co‐chair, Mary Warren: School of Health Professions, Jackie Moss: School of Nursing, Ted Bos ‐ School of Business, Dan Osborne: Academic Programs and Policy

Host a full day workshop with representatives (2‐ 3) from each school who are teaching web enhanced, blended and distance courses (undergraduate and graduate studies).

Goals – Draft principles and practice for blended and on‐line education at UAB, Identify strengths, barriers and requirements to implementing principles and practices.

Committee finalizes principles and practices and suggestions for implementation.

Present to project and results to Dr Peel, Dr. Way, Faculty Senate, Academic Program Council.


UAB Principles for Quality Virtual Instruction

Meaningful Content and Methods of Delivery

Manageable Course Design

Instructor Presence

Student Presence

High Expectations for Student Learning

Meaningful Assessment Aligned with Learning Outcomes

Creation of a Collaborative Learning Environment


Introduction Learning is moving online. Although UAB faculty don’t envision the day when teaching and learning will occur exclusively in a virtual environment, they recognize that on‐line teaching is a role that will become more and more common. The seven principles given here were developed by and for UAB faculty to describe quality virtual teaching and learning. The principles provide an overall framework for describing quality on‐line teaching and are complimented by other work of the faculty, including the companion Best Practices document. The principles reinforce one another, therefore some overlap occurs between descriptions of them . As with the nature of any principles, good teaching and learning might occur even if faculty are not yet implementing all seven of the principles.

Meaningful Content and Methods of Delivery Meaningful online course content is based on the premise that students value learning related to understanding and solving real‐life problems. Students experience greater satisfaction when they clearly can see the relationship between course activities, course objectives, and application of course content in the real world. Although online instruction allows a myriad of pathways, faculty keep quality learning focused on that which is most beneficial and necessary for students. The use of multiple delivery methods in the same course maintains student interest and engagement with course content. Content delivered in multiple formats also complements a variety of learning styles. Using multiple representations of the same content, such as readings, recorded lectures, and on‐line discussions, allow individual students to access the content in ways most meaningful to them. Other examples of content‐delivery options include readings, online tutorials, simulations, debates, case studies, collaborative projects and scholarly inquiry.

Manageable Course Design Online instruction can be deceptively time‐consuming, especially since most student communication is written and students can become dependent on instructor input. A good course design helps make online instruction manageable for faculty and students. Clear communication and a well‐structured design create efficiencies, maximize high‐quality student interactions and minimize the instructor’s daily commitment to the course. A manageable design enables students and instructors to focus on course content and learning. Courses built around learning modules with clear objectives and expectations decreases the confusion that some students experience when trying to navigate online course instruction. All course schedules, topical outlines, and assignment guidelines should be posted in one place to minimize the chance that students will miss key course information. Creation of a Virtual Office in the online environment allows students to have access to the instructor for help and even encourages them to answer each other’s questions in a virtual environment. Using posted announcements manages the flow of important course information and thereby reduces the amount of e‐mail traffic required between faculty and students in the course.


Instructor Presence The effectiveness of teaching and learning strategies in the traditional classroom depends on the instructor’s ability to initiate and maintain the learning process. This also is true in online learning, where faculty presence influences enrollment, retention, student satisfaction, and learning itself. Faculty must be present to facilitate learning. Unlike the face‐to‐face classroom, however, virtual interactions between faculty and their students don’t have to be limited to just a pre‐set few hours per week. Faculty presence includes maintaining consistent interaction with and among students; the promotion of discourse, cooperation and collaboration; the provision of clear communication, instructions, timeframes and meaningful, timely feedback; responsiveness to instructional needs; and a commitment to class guidance, student engagement, student encouragement and community.

Student Presence Learning in an online environment differs from traditional classroom education because students lack the structure of interacting with classmates and the instructor at a specific time and place. This difference requires that the students take greater responsibility for directing their own learning. Instructors can assist students with maintaining presence by providing well‐designed assignments and activities, clearly stated purposes and expectations, modeling proper netiquette, and facilitating the learning process. Students in online environments must also demonstrate social and cognitive presence to be engaged in learning. To facilitate social presence, faculty should provide students with virtual opportunities to interact and communicate with classmates individually and within small and large groups through the online platform. Through these interactions, students should identify with the course content, communicate purposefully in a trusting environment and develop inter‐personal relationships. To facilitate cognitive presence, faculty should provide students opportunities to interact with and practice the content, reflect, and engage in problem‐solving as they assimilate the course content.

High Expectations for Student Learning Expecting students to perform well is a self‐fulfilling prophecy. High expectations are important for all students – the poorly prepared, the unwilling, and the bright, well‐motivated student. Faculty teaching in online environments can hold their students to high standards, just as they do when teaching in traditional formats. In some respects the quality of student work should be higher in an online environment. For example, in an online discussion or debate, the quality of student’s response can be more thoughtful and draw on current readings as the student has more time to develop their contribution. Challenging students to address significant real‐life problems such as conflicting perspectives or paradoxical data sets forces them to sharpen their cognitive skills through analysis, synthesis, application and evaluation, and the online environment allows for rich, interactive presentation of these types of course elements. Instructors should establish clear evaluation criteria for the products and performances expected from students to meet course objectives. The criteria can be illustrated by


posting electronic versions of scoring checklist or rubrics. Strengths of the virtual environment are the ability to present samples of excellent, average, and poor performance and a venue for peer evaluations that assist all students to succeed.

Meaningful Assessment Aligned with Learning Outcomes Course assessment is an essential process for understanding and improving student learning in virtual environments, just as it is in a traditional classroom. Appropriate assessments are aligned with the course objectives and challenge students to apply knowledge rather than simply recall facts. This is especially important in an online course because facts are at the students’ fingertips in the online environment. Effective on‐line course assessments set appropriate criteria and high standards for learning quality; to systematically gather, analyze, and interpret evidence to determine how well student performance matches expectations and standards; and use the resulting information to document, explain and improve performance. Assessing students in a virtual environment can offer new challenges, such as preventing cheating if students take exams while at home, but also offers new possibilities not feasible in the face‐to‐face classroom Students can be assessed via virtual simulations. They can collaborate in groups to create a written product in which tracking clearly indicates each individual’s contribution. They can present their understanding via authentic assessments, such as video‐based projects, that make cheating very difficult.

Creation of a Collaborative Learning Environment Students of all ages typically want to connect with others in the learning environment, and today’s Net Generation students expect to connect with their professors and each other in virtual and real environments. Furthermore, research indicates that isolation decreases students’ grasp of content. They need the social support of their peers and teachers as they examine the facts, major ideas and overarching principles of the discipline they are studying. Virtual environments can be highly effective in creating and supporting students’ sense of connection, even online and distance modes. Online instruction offers distinct advantages in developing a community of learners, especially the round‐the‐clock virtual environment. In a traditional classroom, students and professors may interact only once per week. Using virtual modes, each student may have multiple interactions daily. Interaction could be as simple as a student in a Web‐enhanced course checking the professor’s Virtual Office for answers to questions about a homework assignment due the next day. In a blended class, a small group may schedule on‐line chats to continue the discussion started during the face‐to‐face class. In online and distance learning, students may interact via a threaded discussion to raise questions about an article or paper and engage one another and their professor to pursue answers to those questions. Through these types of collaborative interactions students learn to negotiate, complete, and evaluate shared work within an online team structure.


References

1. Kaufman, D. (2003). Applying educational theory in practice. BMJ, 326, 213‐216.

2. Maryland Online Inc.(2006). Research literature and standard sets support for quality matters review standards. http: www.qualitymatters.org.

3.&4. Graham, C., Cagiltay,K., Byung – Ro, L, etl (2001). Seven Priciples of Effective Teaching: A Practical Guikde for Evaluating Online Courses, retrieved 2007 horizon.unc.edu/ . 3.&4. Swan, K., Shea, P., Ice, P., Garrison, D.L. etl (2007). Community of Inquiry Framework: Validation & Instrumentation Development. 13th Annual Sloan – C Conference. 5. From Chickering, A., Ehrmann, S. C. Implementing the seven principles: Technology as lever. AAHE Bulletin, October, 3‐6, 1996. http://www.tltgroup.org/programs/seven.html (From the TLT Group [Teaching, Learning, and Technology] 7. Oblinger, D. and Oblinger, J. (2005). Educating the Net Generation. EDUCAUSE.


http://www.qualitymatters.org/

http://www.tltgroup.org/programs/seven.html

UAB Practices for Quality Virtual Instruction

Introduction A workshop was held on April 10th 2009 in which faculty with expertise in online instruction participated in a series of focus groups designed to delineate best practices for online instruction for three types of courses: distance, blended, and web enhanced. The best practices outlined in this document are derived from these focus groups and organized by the seven principles for quality virtual instruction. The practices at the top of each page are those generated by the faculty that, in the opinion of the committee, are essential in the delivery of instruction. The practices described under each course type ( distance/on‐line, blended, or web enhanced ) are those that faculty mentioned as being particularly applicable to that specific course type. Many of the practices could be used in any type of virtual course; distance/on‐line, blended, or web enhanced. This list of practices is not meant to be exhaustive, but only to provide a starting point for faculty to explore potential teaching strategies for online instruction. University approved definitions of course types are contained in the glossary at the end of this document.


Principle: Meaningful Content and Methods

Essentials for Virtual Instruction

Begin planning well in advance. Map the course. Prepare to teach.

Define use of the virtual environment

Outline and align course (objectives, content, assignments/activities, assessments)

Revise/Create Syllabus

Train on platform components

Organize contents into manageable “chunks” ( e.g. By topic or week). Include objectives and clear instruction.

Provide students with opportunities to apply content and/or demonstrate application of the content‐within module (e.g. incremental applications, real life application)

Match technology to learning objective, assignment type and assessment type and learning style

Examples Provided by UAB Faculty for Virtual InstructionOn-Line & Distance Blended Web Enhanced

Base class size on the type of instruction needed Incorporate simulations . Use a university wide/school wide template that has links to learning styles surveys and honor code

Create assignments where students share work &review

peer Supplement PowerPoint with audio, mby PowerPoint)

ovement . (No death Make courses consistent. Align with objectives, assignments content with f2f

Record lectures/content (annotate slides, incorpmultimedia)

orate Use web 2.0 including social media Use reinforcement and feedback

Use Team Based Learning approaches Use U‐Tube and I‐Tunes U Use technology for learning not for busy work.

Take advantage of ITITKnow the students, use Myers‐Briggsinventory to get a feel for the studentteaching methods

or Learning Styles and then adjust

Use video and require that it is watched before the class and then use classtime to debrief/discuss/apply

Provide an on‐line study guideIncorporate Inquiry based learning, caproblem based learning

se studies and Use chat and wimba to discuss clinical experiences and field experiences

Incorporate multiple discussion questions Use rubrics to teach how to recognize good workVideos demonstrating problem solving and critical thinking

Have faculty/peer review the courseTeach students to recognize the qualit(information and visual literacy)

y of their sources Put quizzes on‐line


services.

Li & Distanc Blend d b

Principle: Managable Course Design Essentials for Virtual Instruction

Prepare the student to learn

Use advanced organizers, course objectives, syllabus

Include relevance and meaning of course and content

Describe the computer set up for the technology and provide instruction for use

Orient students to using the technology , virutal campus life, course requirements, student services , and library

Map the course and use modules by week or topic

Use checklist for each module so students know what to do and when things are due

Link everything they have to do inside module lecture/assignments/assessments

Use a consistent design across modules

State objectives for each module

Standardized design template for all courses in a program or school

Examples Provided by UAB Faculty for Virtual Instruction

On Line & DistanceOn- ne e Blendede Web EnhancedWe Enhanced

Use valid and high quality "canned" content/activ(podcasts, lectures, group activities) from vendoprofessional organizations and internallly develop

ites rs, ed

Incorporate group work Start small and then expand the purpose and use of tools

Facilitate student lead discussions Provide just in time technical helpCreate a course template which is used each semester. Evaluate periodically – revise template

Provide clear instructions/short orientation session Pilot and field test the first courseClearly organize and label icons. Use weekly/subject module design with all materials for a given topic in same place (folder or learning module)

Time limit discussions Choose technology that matches objectives and contentInclude an introduction module to each lesson/topic covering what and how to use

Use instructional videos to orient student how tocourse (e.g. how to post assignments, send courenter a virtual lab. Include information on help dhow to set up computer w/ different browsers

manage se mail, esk and

Virtual office hoursLets students know when you are availableSet limits to keep students from expecting you to be available 24 hours a day.


E l d d b l f l

Principle: Instructor Presence Essentials for Virtual Instruction

Make clear what can/can’t expect of facultySet ground rules for interaction of instructor ( 24 hours is not required)

Be consistent – students should know when you are available

Provide timely feedback from instructor to studentsGive updates on grading process

Give feedback on quizzes or difficult concepts.Give feedback on individual and group assignments

Use introductions of faculty and students. Get to know each other ( e.g. Video, discussion board, profile with picture)

Communicate regularly (e.g. discussion boards, announcements, reply/comment on student postings, create your own posting of information)

Identify methods of communication and let students know (e.g. chat Wimba, course mail, discussion board, announcements, whose on ‐line)

E l P id d b UAB F l f Vi l I ixamp es Provi e y UAB Facu ty or Virtua Instruction

On-Line & Distance Blended Web Enhanced

Check into course dailyFor large classes divide in groups (cherequire group leader reports)

ck with groups, Judicious use of videos

Schedule virtual chats on specific topics/around speassignments/test review

cific Include metrics and feedback on howstudents feel about presence

well do the Virtualizing presence for web enhanced can be minimal – not a huge time drain

Participate in discussion forums Post topics to the course that are in news Use grade book features

Use announcements Post lecture recordings – A/V, Podcasts

Create a discussion board for different topics ‐ include a welcome and purpose to the discussion

Self ‐ assess number of postings, logins, interaction in the virtual class thru use of reporting and tracking tools

Include a personal/faculty reflection on discussion Use Wimba Live Classroom for a % of the office hours

Provide frequent positive feed back/encouragement Establish time for discussion and mail responseInclude "Happy Friday" –review of weekProvide detailed/ very clear feed backInclude virtual office hours (synchronous audio and video or by text)


discuss

Principle: Student Presence Essentials for Virtual Instruction

Structure and communicate expectations for student participation Request that students check mail/discussion boards /content X (i.e. daily) basis

Specify time commitment and dates so students expectations are set in the beginning

Decribe when student should be in the virtual classroom

Provide location for students to meet as study groups or for socialization (e.g. Web 2.0, Wimba room, Discussion and Chat Board)

Manage PresenceAllow access to certain modules during specific windows of time

Create assignments that require for students apply the knowledge/concepts



Students submit home pages with pictures Rubrics developed to quantity and quality discussion

of online Hold class discussions and require “meaningful participation” which includes the application of the topic of discussionof ion.

Model involvement in the course

QCR Question ‐ Must be well thought and detailComment ‐ Must have X number to others Responses made to their questions

(Note: If over 20 students move to small gr

edquestion

oups)

Provide a module in the class which contains assignments to use the technology of the class (e.g. bio, update email address in electronic phone book, if required, discussion board question, turnin and assignment, complete a survey, use Wimba). Students complete it the first and/or second week.

Grade participation (rubrics)

Add Policy to facilitate discussions‐Post reflections‐Guide students very heavily first few weeks.

Require that students use blackboard as ONLY electronic method of communication with instructor

Practice discussion board (on topic, but no points)

When students come prepared for class it discussion. ‐ Prepare them online between class me ‐ Come together next class meeting and

allows for rich

etingsdiscuss

Post pictures of students/names

Regular assignments with consequencesInclude gate keeper quizzes before the next module is released.

Check participation and involvement with course tracking and reporting tools.

Send personal emails if students stop respondingp p p g14 <<Shader: June, 2009>>

Principle: High Expectations for Student LearningEssentials for Virtual Instruction

Clearly articulate expectations in the course syllabus

Keep students informed of their progress and release in a timely fashion.

Provide constructive feedback on a regular basis.

Post examples of high quality work.


On-Line & Distance Blended Web EnhancedUse rubrics for grading. Include etiquette expectations in syllabus Place in syllabus, upfront

Compute a “projected” grade so they know where they stand

Say it and say it again. Reinforce by comparing results to external sources (standardized scores)

Provide detailed instructions for each assignment in the course.

Use grade report function to keep students informed of their progress and release in a timely fashion.

Be flexible & available to help but do not lower expectations

Include exams questions from web based resources

Ask students to evaluate peer work prior to final project ‐use checklist, ‐provide justification for feedback

Require pre class assignments (on‐line) to have students better prepared for class time.

Post lecture on‐line so class time can be used to help apply information

Use rubrics for grading.

Use student centered approaches ‐ results (learning) is the goal – how students get there is not really that important. Provide a variety of resources for the student to achieve the final goal.


feedback

Principle: Meaningful Assessment Aligned with Learning Outcomes


Create formative and summative assessments which are aligned with learning outcomes

Provide timely feedback

Clearly list and define module objectives & assessments for student.



Assess every objective Use rubrics

Create chapter questions on the discussion board and assignment. Have students discuss on the discussion board and submit as an assignment for grading and/or faculty feedback

Randomized test questions (no question is the same between two different students)

Use tracking tools to gauge learning beyond assessment (i.e. Real participation)

Use test banks to create unique assessmentsHave students weigh in on answers to questions for peer to peer interactionsRating System in Blackboard (1 to 5 sta

test (Use Peer rs)

Include peer assessment where appropriate

Use context specific and/or standardized rubrics Use assessments to check knowledge &to evaluation

skill prior Use feedback loops [show correct answer, text response to all answers (e.g. see Chapter 3 section 3) and grade]

Create assignments that use peer gradingUse grading rubrics so that students know how they will be assessed (categories with value)

Incorporate on‐line regularly occurring quizzes to keep students focused and expectations clear (facilitates study organization and provides immediate feedback)


Principle: Collaborative Learning Environment


Create a safe learning environment for collaborative work and constructive criticism

Let students know that faculty & students are partners in the learning experience

Create small discussion groups



Create synchronous chat rooms – student led Articulate meaningful boundariesUse blog feature to build a collaborative/group review of a document or practice

Foster building of relationships between dstudents

Incorporate student built collaborative revid k ( llstudent work (All Posts Anonymous or not)

ew of fellow )

Use of available tools such as web2.0 and digital media ( k )(Skype)

Beginning of course have 10 personal questifor students to answer and post to 5/6 otherstudents

ons Assign Roles in Groups and/or Peer Assessment

For group work, use Wimba Live classroom, or Bb Vista group feature (discussion boards, chat and whiteboard)

Use techniques of social networking sites. Mlearners comfortable w/ each other

ake Address rules of engagement (Social skills Emotions can be heightened in online formEmails can be misinterpreted, Have to man

lessons, ations , age

Incorporate group projects with wiki

Let students evaluate/assess each other – group receive a group score on group project

Create activities where student groups must reach consensus, prioritize, problem solve, make difficult decision. Some activities should allow the group to naturally evolve (storm, norm, and form); others should be well organized by the faculty member with roles and expectations. All activities have clear instructions and outputs stated. Content and/or guidance to content should also be provided.


Next Steps – Recommendations

Introduction

In the workshop on April 10, 2009, a closing session was held. It was entitled “Next Steps – Needs Discussion”. The purpose was to “Identify strengths, barriers and requirements to implementing principles and practices “(Committee charge from Sponsors Peel and Way, 2009). Approximately 25 people attended the session to include the sponsors and faculty from UAB schools. A focus group approach was used and participants were asked; “Thinking at the institutional, school, programmatic, and individual levels, what do you see as the key resources that faculty need to support their further use of virtual learning modes." Committee members documented the discussion and have summarized the needs and thoughts expressed by faculty during the closing session.

Next Steps – Recommendations

Include virtual learning and online instruction in the UAB Strategic Plan. Create a vision and define the values, goals and objectives. Clarify the intent (e.g. capture new students, create new programs, and retain students by providing additional access) define measures and establish a budget.

Provide human and fiscal resources to implement virtual instruction. Include faculty incentives for innovation, faculty incentives for high level of quality and learning outcomes, resources for course development, availability of technical expertise to answer feature functionality questions). Reward schools and individuals for excellence in virtual education.

Establish University‐wide expert committee with school representation to oversee implementation of the strategic plan. The committee will report to and advise the provost office on matters relating to teaching and learning in a virtual environment.

Articulate key elements of an administrative structure for distance learning, which reports to the provost and is focused on learning outcomes, academic program/curricula and student service.

Provide a state of the art technical infrastructure to enable and support quality virtual instruction. Involve the university‐wide experts in making decisions about the instructional tools to be made available to faculty.

Other duties of the University Committee (recommendation 3) would be to:

Develop a systematic and team based approach to the design and development of blended and distance courses.


Establish guidelines for an equitable distribution of workload for faculty who undertake online Instruction (e.g. balance on‐line class size with teaching load, establish priorities and reasonable timelines for course preparation, offset the increased amount of time required to develop and revise courses through additional remuneration, assistance, and/or release time.

Research and create guidelines for a minimum and maximum class size to optimize learning in the virtual classroom.

Clarify intellectual property guidelines for the content developed by faculty for online instruction

Increase faculty development opportunities. Provide instruction to prepare faculty to design and develop courses for virtual learning, and to teach in the virtual classroom; and mentoring for faculty who will be providing online instruction for the first time.

Educate university administrators (including deans and chairs) about teaching and learning in the virtual classroom to help them understand the benefits, challenges and costs associated with online instruction Topics should include what distance learning is, why a program/school should invest, what goes into design and development, how student services and needs are different.


Revised 01/21/2009 gw

Schedule Type Glossary Lecture: A course in which the instructor’s primary emphasis is on transmitting a body of knowledge or information, explaining ideas or principles, and/or modeling skills. In some courses, students may be expected to participate in classroom activities by means appropriate to the subject matter, such as discussion, performance, skill development, etc. Laboratory: A course taught in a controlled environment requiring specialized equipment and/or facilities. The primary emphasis is on learning by doing and observing, with the burden of course activity placed on the student, under the direction and supervision of an instructor. Labs give students first-hand experience in developing and practicing skills, translating theory into practice, and developing, testing, and applying principles. Lecture/Lab: A course that combines aspects of lecture and laboratory as described in the Schedule Type Glossary. Students register for only one section, which includes both the lecture and the laboratory. Independent Study: Directed study in an area of special interest not readily available through conventional course offerings. The student works with a chosen faculty member who approves the student’s individualized plan of study and supervises his/her progress. An independent study may be project-oriented, research-oriented, and/or focus on directed readings and writing in the area of interest. Seminar: A small group of advanced students engaged in original research or intensive study under the guidance of a professor who meets regularly with them to discuss their reports and findings. Clinical: A class of medical instruction in which patients are examined and discussed or the analysis and solution of concrete problems for acquisition of specific skills or knowledge. Co-Op Work Program: A structured educational strategy for leaning through paid, productive, real-life work experience in a field related to a student’s major. It provides progressive experience in integrating theory and practice. A co-op is a partnership between students, educational institutions, and employers. Intern/Practicum: A student working in a temporary position with an emphasis on education. and measuring students' expression of skills and/or abilities. Studio Course: Course held in a studio/workroom setting. This can be for the purpose of art, photography, cinematography, radio or television broadcasting or music. A Studio course does not require scheduling of a traditional classroom.


Revised 01/21/2009 gw

Distance: A class that does not have face time with the instructor, no matter the location. 100% of the instruction is conducted other than a traditional classroom environment. Students are never required to come to the physical UAB campus. Online: (≥) 80 % instruction conducted in the virtual classroom. Some visits to UAB campus buildings could be required to complete the course (e.g. organizational meeting, periodic meetings with faculty and/or students, labs, testing or assessments) or could be conducted completely online. An online course is one in which learners access primary content and instruction using a variety of tools from an official learning management system, including email, chat, discussion boards, web pages, and multimedia technologies that help facilitate learning. Specific technologies employed will vary by course and instructor. Depending on the teaching style of the instructor and the course content, instruction can take place synchronously (all participants in the course log in at the same time) or asynchronously (participants log in and participate as their schedule permits), or some combination of the above. Blended/Hybrid: ≥ 50% out of classroom or online instruction. A hybrid course is a blend of face-to-face instruction with online learning using an official learning management system. Hybrid courses move about half of course learning online and, as a result, reduce the amount of classroom seat time. The online portion of the instruction is delivered to the leaner using a variety of tools including email, chat, discussion boards, web pages, and multimedia technologies that help facilitate learning. Specific technologies employed will vary by course and instructor. Class meeting time is reduced by the material covered online and the class is equivalent to a normal full-time class delivery for the same number of credits. Web-Enhanced: 100% of instruction is conducted in a traditional classroom environment. Students access an official learning management system to expand learning beyond the boundaries of the traditional classroom. Examples of this include: posting of syllabi and course materials, creation of asynchronous discussions, usage of online quizzes, grade books, communication, and assignment submission tools. The usage of these tools supplements instruction, and does not reduce seat time. Cooperative Exchange: Classes taught at another institution with registration and fee payment to UAB; receiving UAB credit, to include: Bache, NSE, and TWC.


Documents

UAB Principles Practices for Instruction Principles & Practices for ... faculty to describe quality virtual teaching and learning. The principles ... must be present to facilitate