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.
ADA Compliance for Websites and e-Learning Content
Announce NCCCS’s five year accessibility goal (specifics regarding the goal were not addressed)
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 the past, simple passwords were used to authenticate accounts but as computers have become household objects, phones have become handheld computers and online course delivery is keeping pace with seated courses -- making it necessary to develop ways to maintain the security of accounts and the integrity of user log in.
This white paper provides best practices to follow in designing an online class from existing content. Recommendations for teaching online are also included.
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.
VLC course development template for creating courses in Blackboard.
Results from research of best practices related to blended learning and software applications as well as technologies that relate to that particular delivery method.
A work committee of the Virtual Leaning Community reviewed example BYOD policies and ancillary policies and procedures. The Chair of that committee, herself an attorney, worked with committee to develop a BYOD Template Policy solution.
The following copyright guide is intended for community college instructors creating virtual learning community courses.
Produced by the VLC, this is a guide, complete with screen captures, walks you through how to make your PowerPoint presentations accessible to all students. Includes “how to’s” on slide…
The purpose of this whitepaper is to provide the reader with an understanding of current effective practices, standards, and trends in the development of master courses and master course processes to ensure quality and accessibility of master 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.
The goal of this report is to contribute to the collective literature compiled by various scholars connected through the North Carolina Community College System with the aim of building knowledge and resources available to educators within this realm on the topic of ethics in online learning environments.
This document is from the Getting Started with H5P webinar.
Campuses have many choices when considering educational productivity suites. Google is one of the most popular choices in educational productivity tools providing analytics, cloud computing, collaboration, document management, email and web services. For higher education Google offers G-Suite for Higher Education and the Google Cloud Platform, or instructors can use the free tools available through a general Google account.
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.
Administrators, instructors, and students have a vested interest in smoothly running, transparent college systems supporting the services and goods their college develops and delivers.
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.
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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