Long before implementation, instructors must ask themselves if flipping the classroom is appropriate for their content area. Additionally, they must evaluate the course outcomes and determine if the class can have an interactive component that supports cooperative learning and determine if flipping would strengthen learning and provide opportunities for project-based experiences.
This guide has been designed to provide you with an overview of accessible design concepts. Its content is based on the World Wide Web Consortium’s Web Content Accessibility Guidelines, as they pertain to online course design.
This paper will describe several teaching methods instructors can use to engage their online students and increase communication in the virtual classroom. Active learning strategies are designed to help students make meaningful connections and enhance their skills and abilities based on engaging class content designed with their needs and interests in mind.
The following paper profiles current and still-evolving Internet technologies associated with peer-to-peer communication in online, hybrid, and seated post-secondary classrooms.
This document provides North Carolina Community College instructors with a helpful guide and a series of rubric templates to assist them in creating a grading rubric.
In this white paper readers will be given insight into what makes an effective online course layout. This include visual design, tone and gestalt, white space, fonts, accessibility, and consistency. These are very important aspects when setting up the course. Other import aspects to consider are the elements in a course such as announcements, assignments/assessments, interactive tools, and student support are discussed in detail, as well.
Results from research of best practices related to blended learning and software applications as well as technologies that relate to that particular delivery method.
The following copyright guide is intended for community college instructors creating virtual learning community courses.
This white paper discusses best practices in online course collaboration covering designing collaborative projects, modeling and direct instruction of collaboration practices, scaffolding of collaboration, and associating grades with collaboration.
This paper highlights the need to regard feedback as a process, rather than an end result or reward for hard work. For feedback to have any value, a culture of dialogue between students and instructors is essential. Given the unique context of online learning, we acknowledge the need to identify online learning tools that can be utilized to provide feedback in a number of different ways.
In this paper, the authors explore some of the new collaboration and evaluation tools found in one of the leading learning management systems, Blackboard. The focus of this paper is to encourage instructors to experiment with the use of these tools in traditional, seated and online classes. With the expansion of hybrid classes which meld online and seated components, the authors felt it pertinent to point out that these tools can be used in a variety of instructional settings.
As a whole, the online programs within the North Carolina Community College System (NCCCS) are receiving recognition as highly valued programs among peer institutions across the United States.Presenting effective strategies for growing and marketing online programs is the focus of this paper. The authors recognize that the best practices, materials, and resources set forth here are not intended to be all inclusive and that across the system no one strategy will fit every institution.
The purpose of this paper is to present researched findings on how online courses that are well designed and instructed by engaging faculty and that provide students with a locus of control and sufficient service and support help to increase student retention in online courses.
Ideas and tips to encourage instructors to try additional, more advanced LMS features to engage learners.
Due to the increasing demand for online education, instructors face challenges when developing quality online content. Some of the challenges include the lack of awareness of best practices for developing online content, lack of sufficient technical skills to meet Americans with Disability Act (ADA) guidelines, and lack of knowledge about how the Southern Association of Colleges and Schools Commission on College (SACSCOC) accreditation standards impact online course content.
As part of a VLC project researching online learner support services, the writers of this whitepaper, the Learner Support Services Team (LSS Team), have gathered and evaluated data to provide recommendations for best practices in online learner support services to the North Carolina Community College System.
This whitepaper discusses best practices in online pedagogy and dives into trends, and standards.
Readers will be given an overview of establishing institutional goals and course goals followed by a description of online cumulative assessments with grading timetables.
This paper was written as a collaborative project. The goal of the authors was to provide useful information for faculty who are seeking to learn more about the use of student learning outcomes.
This paper describes a variety of strategies that can be utilized to deter academic dishonesty in online classes. The strategies are categorized as methods to verify the identity of students in online classes, technology-based deterrents, aspects of assignment design, and characteristics of both class-level and institutional culture.
The purpose of this document is to discuss Identity and Access Management (often abbreviated as IAM) and the options that colleges have to successfully and securely authenticate users of their systems.
If you need special accommodations please contact Dr. Candace Holder one week prior to the event at email@example.com or 336-386-3639.
All resources on this site are subject to copyrights owned by the Virtual Learning Community and are for current North Carolina Community College System employees only. Any reproduction, retransmissions, or republication of any document found on this site is prohibited, unless the VLC has granted written consent. © NCCCS Virtual Learning Community ™ 2017
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