Teaching the DL Course, PTR, Intellectual Property and Other Issues
- How much time will it take for me to teach a DE course?
- What are the pedagogical rewards, if any, of teaching a DE course?
- How does the quality of learning in online courses compare to learning in face-to-face courses?
- How would DE courses affect student retention?
- How much individual student contact time can I anticipate when teaching a DE course?
- How will student enrollment in Distance Education Courses be counted for my school or Department?
- Is there a cap for number of enrolled students in DE courses?
- When are DE courses usually offered?
- What are the Intellectual Property guidelines for faculty who will be developing DE courses?
- How will DE course development be considered during promotion, tenure and reappointment decisions?
The initial course development is the most time-consuming part of the DE process. Once the course is developed, depending on your instructional design, the actual teaching is similar to face-to-face (F2F) instruction. Instead of in-class time (which is covered by your prepared course modules), you spend time communicating with your students either one-on-one, in groups, or en masse via chats, discussion forums, and course announcements. In some cases, grading electronically can be more time-consuming than marking up a print copy of homework; however, assignments can be designed for electronic grading, using software that allows an instructor to insert comments in homework via audio (student hears your voice giving feedback) or by inserting "sticky notes" with your comments on an assignment.
Faculty may experience the same flexibility in teaching that students experience in learning through distance education: opportunities for interaction at various times of day, and from non-traditional settings. Teaching online takes advantage of new strategies and current technology, which are appealing to many of today's learners.
There should be no difference in the quality of learning between an online course and a face-to-face course. To some extent, online instruction involves different pedagogies and different strategies, but the learning goals and expectations are the same. The course work is at least as challenging in an online course as it is in a face-to-face course.
Students should take the Student Readiness Survey at (distance.iusb.edu) before enrolling in an online course. Time management, commitment, and keeping up are just as important as in a face-to-face course.
This will vary greatly depending on the student and on the rules you establish in your syllabus. Some students may initiate contact with you, including requesting a face-to-face meeting; others may turn in their homework with little dialogue. You may want to establish guidelines about communication in terms of turn-around time for email and your accessibility after hours. Some faculty find it useful to offer online office hours, or make appointments with students for online communication.
Student enrollments in distance education classes are counted the same way they are in classroom based classes. Head count and credit hours are credited to the department that develops and offers the course. Courses with high levels of demand may receive support from the distance education budget to subsidize a teaching assistant, or additional sections may be taught to accommodate enrollment demands, if faculty resources are available. This support is available to departments, but the actual management of the distance education course is determined by the department chair and the faculty where the course is offered.
This depends on the course content and structure. Generally, up to twenty-four students have been manageable for one instructor, teaching without an assistant.
Online courses are usually defined as "synchronous" or "asynchronous." With synchronous courses, two-way video and other online systems are often used; students and instructors are at different sites, but can see and communicate with each other. Asynchronous classes are designed so that students may log in at different times, allowing them to work on assignments at the time that best suits their schedules. Hybrid courses utilize one or more F2F meetings, (such as on the first day of class), with other instruction done via computer.
IU South Bend follows guidelines established by Indiana University regarding fair use and intellectual property rights. More information may be found at: http://www.research.iu.edu/respol/intprop.html Please note that this 1997 policy has been revised and is currently under review as of 1/29/08.
Currently, credit for online course development will be evaluated the same as any new course in the curriculum. In their annual reports, faculty members should take care to explain all details of time, effort, and new technology used in course development. An assessment of the learning outcomes of the course may also be a consideration when evaluating the faculty member's work.