Best Online Practices Among Faculty: Instructional and Community Building Strategies JoAnn Carter-Wells Cynthia Gautreau Master of Science in Instructional Design and Technology California State University, Fullerton WASC ARC 2009. Presentation Outcomes.
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Instructional and Community Building Strategies
Master of Science in Instructional Design and Technology
California State University, Fullerton
WASC ARC 2009
MSIDT Program URL
MSIDT Program Web Site:
Build student interactions
Model appropriate online use of humor
Limit use of emoticons
Provide detailed tutorial links
Provide instructions on using the technology
Assist students to increase their comfortable level with technology.
All instructors provide students with learning choices, including the formation of groups,
gives students a feeling of control and ownership over their own learning experiences
improves motivation, engagement and commitment to the learning outcome
allows adult learners to add life experiences and their own perspectives, including workplace experiences and web links, into their class assignments
Students report in course evaluations and directly to the instructor that they enjoy having choices in their learning.
Instructors reported that students seem to find their courses much more worthwhile, meaningful, and applicable to their professional as well as personal needs.Learning Choices
Two instructors noted that the process of including the formation of groups, allowing flexibility of student choices in their learning took timein the beginning, but once a system was created, time was reduced, and the result was very worthwhile, both for the students and for the instructor.
Even though 4 out of 7 agreed that it causes more work for them as instructors, all felt that it was worth the time based on student outcomes.
"When I allowed more diversity, I got products that were in some ways more difficult to grade equitably with products other students had done, but at the same time they were outstanding."Learning Choices (cont.)
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