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.
If you need special accommodations please contact Dr. Candace Holder one week prior to the event at firstname.lastname@example.org 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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