Elements of an Online Syllabus

Contact: Melody BucknerInstructional Designer

Objectives of this presentation

Define the purpose of a syllabus

Explain difference between an on-campus syllabus and online line syllabus

Identify critical components of an effective online syllabus

Convert a traditional syllabus into an effective online syllabus

Identify some “best practices” to use in the design of an online syllabus

The Purpose of a Syllabus

The basic elements and guidelines for the course

Outline the expectations of the faculty and the students

Foundation for measuring the learning experience in the course

A contract or agreement between the faculty and the student

On Campus vs. Online

On-campus syllabus◦abbreviated because there is

verbal explanation.◦can be clarified in class.◦ the faculty sets the tone in person

Online syllabus ◦ requires no verbal explanation.◦must stand alone and serve as a

guide for the student.◦ the syllabus set the tone

electronically

Similarities of On-Campus/Online Syllabus

Course DescriptionGoals and ObjectivesRequired TextsGrading PoliciesAcademic Policies Contract between

faculty and student

Difference of On-Campus/ Online Syllabus

Outline time commitmentExplain instructor availabilityDescribe the pace of the

courseDue dates must account for

time zonesExplain how to submit

assignments

More Difference of Online Campus/ Online Syllabus

Links can be placed into syllabus for more explanation

Navigation of course management system

Define the responsibilities and expectations of student and faculty◦Role of faculty is: facilitator,

evaluator, etc.◦Role of student is: active learner,

peer reviewer, facilitator, etc.

Features of an online syllabus

WelcomeFaculty informationCourse descriptionCourse

goals/objectivesRequired text/

materialsCourse requirements

Student expectationsStudent evaluationsTechnical supportTechnical

requirementsCalendar of events

The Welcome

E-mail students the week before class begins

Describe the map or flow of the online course

Emphasize the importance of reading the syllabus

State that the syllabus is a contract

Conduct a quiz over the syllabus

Post a discussion area for questions about the syllabus

Faculty Information

Photo

Contact information◦ E-mail address◦ Phone number (office, cell,

Skype)

Office hours ◦ Both synchronous and

asynchronous◦ State how often you will be

checking in on the course

Biography information◦ Professional◦ Personal (if desired)

Course Description

Catalog description

Course goals or objectives◦ What am I going to learn◦ Why is this important to me

Outline course expectations◦ What the course is not…

Self-pace Independent Study Easier or less time than a

face-to-face course

Any other specific course information◦ Pre-requisites

Require Text and Materials

Supply the ISBN with title and edition of any text◦Recommend where to purchase◦Give links, if possible

Supply information about accessing published material on the library database

List any Internet resources with links

Course Requirements

Describe all activities required of the students during the course including:

◦ Readings◦ Assignments◦ Projects◦ Research◦ Group work◦ Assessments◦ Etc.

State again the objective/goal/reason behind the requirements

State the flow of the course◦ Weekly or by unit or self pace

Student Expectation

Define participation ◦ Is it part of the

grade? Responsibilities

◦ As an individual◦ As a group member

Time commitmentDue dates

◦ time zones

Discussions (asynchronous/synchronous)

Rubrics help define expectations

Describe the pace and flow of the course

Policy on plagiarism, academic integrity, and ADA compliance

Student Evaluation

Explain grade criteria List the components of the

total course grading systemDescribe the grading

percentages, points or scaleExplain the criteria for passing

the course or obtaining the various levels of grades

Explain late policiesDescribe objective and

subjective assessment Supply students with a Rubric!

Objective vs. Subjective

Objective assessment is when there is only one answer. Examples include:◦ Multiple Choice ◦ True/False questions◦ Matching

Subjective assessment is when there may be more than one way to answer. Examples include:◦ Extended response◦ Essay ◦ Project based◦ Peer reviews◦ Reflections or self-review

Good idea – Supply students with a Rubric!

Example of a Standard Grading Rubric

Example of a Peer Review Rubric

Technical Support

List the University technical support◦24/7 phone number

If available supply the course management system’s (CMS) technical support website or helpline

Contact information for any other resources

Technical Requirements

Include hardware and software requirements

List any software or plug-ins requires and where to obtain them

List required auxiliary devices◦Head sets◦Web cam◦Microphones

Calendar of Events

Visual representation of:◦Assignment due dates ◦Assessments◦Discussion posts◦Group work◦Availability of faculty

(or unavailability)

This can be done in several forms:◦Calendar◦List or Table◦Spreadsheet ◦Timeline

Example of Calendar of Events

Example of Calendar of Events

Best Practices in an Online course

Objectives in each module

Create the first assignment to orientate the student to the online environment

Explain how the online environment is different from the on campus environment

Student centered (the learner must be proactive)

High level of learning involving:◦ Critical thinking skills◦ Reflective assignments (writing skills)◦ Cumulative assignments (organization

skills)

Additional Resources

Maryland Online Training of Faculty New to teaching online:http://www.mdfaconline.org/index.html