That being said, you don’t need to create all of the content for your online course before you start selling it. It’s always better to start off with a smaller batch of content, as this will allow you to take in feedback from your students and make improvements accordingly.
Being an instructor of a large course sometimes means managing dozens of eager office hour visitors each week. However, having students mill around outside our office during our office hours isn’t only a nuisance for our office neighbors, it’s not a valuable use of our students’ time.
Strictly speaking, you don’t need to have the entire course material ready before you go live. Some teachers finish creating their course while running it for their first batch of students—basically, they put together a structure, and just improvise from there.
So, here, Dear Readers, is the basic rule of describing a course: 2. textbook/s (if low undergrad) or readings (if high undergrad/grad) with brief explanation/justification 3. Broad organization of the course, with about 3 “landmarks”
One of the most important components of creating an online course is setting a learning goal for the course . However, there’s more to it. Every online course consists of various sections, and each individual section also needs to have a clear learning goal.
An easy way to make online courses more engaging is to stimulate the student visually. This means pictures and videos. The simplest method of using picture and videos in an online course would be constructing your online class more like a PowerPoint presentation:
Which means you need to get your knowledge together.
The target audience is the group of people to whom you are writing your course.
That being said, you don’t need to create all of the content for your online course before you start selling it. It’s always better to start off with a smaller batch of content, as this will allow you to take in feedback from your students and make improvements accordingly.
It’s crucial that you decide on a specific course subject in the beginning phase of creating your online course. Be as specific as possible.
Contrary to popular belief, the process of creating online courses doesn’t require a large chunk of money. If you know what you are doing, you can develop profitable online courses at no cost whatsoever. Creating successful online courses is like building powerful magnets.
One of the most important and often overlooked aspects of high-enrollment courses is the management of student expectations. Instructors will design a course built to adequately handle hundreds of students, only to receive end-of-the-semester student evaluations claiming they had no instructor support or feedback. At the start of the semester, we recommend that you send out an announcement describing some policies or scenarios that may be unfamiliar to students accustomed to being in a small course. Consider mentioning the following:
Use rubrics for all assignments: Rubrics loaded and assigned in the LMS help communicate the assignment requirements to students (promoting higher quality work and reducing errors in need of feedback) as well as assignment deficiencies and grade justification after students submit.
The syllabus should include a comprehensive course schedule, the course objectives, information regarding the types of assessments that will be required ( exams, quizzes, papers, etc.), your contact information and any required institutional statements that your college may require in all of its syllabi. Write your course lectures.
For instance, history professors may teach a course in sports history or women's history in addition to teaching U.S. history survey courses. Creating a course requires extensive planning and a high level of organization. Create a course proposal to be reviewed by the department head or committee in charge of curriculum decisions at your school.
In the classroom, large enrollments can promote student disengagement and feelings of alienation, which can erode students’ sense of responsibility and lead to behaviors that both reflect and promote lack of engagement. Logistics can also be a challenge when teaching a large class. How does one best manage the daily administration ...
To allow students to practice the skills they should develop, it can be helpful to break up the class into 10-20 minute segments, incorporating a specific question or exercise that requires student participation in each segment. The question or exercise can take several forms.
Clicker questions – Questions that can be presented as multiple choice questions are particularly amenable to use with “clickers,” or classroom response systems. All students in the class are asked to choose a response to the question, and the results can be displayed in real time.
Faculty Authority: Combatting perceptions of the instructor as fount of knowledge. The issue of faculty authority requires particular attention. In our often freshmen-heavy large classes, many students feel that the instructor is the arbiter of knowledge.
Randomize the seating. In our teeming large classes, it isn’t always possible to leave spaces in-between each exam-taker. We can, however, shake up the seating arrangement. For example, one common technique is to require students seated in the back few rows to switch with those students seated in the front few rows.
In many of our large classes, students use blue books for exams. Students are typically asked to bring these blue books with them to class on exam day, especially in large classes where the instructor would have to pay a considerable amount of money to provide all students with exam booklets.
While encouraging class participation can be challenging in any class, it can be especially difficult for instructors of large classes. To effectively evoke participation in such teaching contexts, it is helpful to understand the factors that discourage involvement.
One of the most important and often overlooked aspects of high-enrollment courses is the management of student expectations. Instructors will design a course built to adequately handle hundreds of students, only to receive end-of-the-semester student evaluations claiming they had no instructor support or feedback. At the start of the semester, we recommend that you send out an announcement describing some policies or scenarios that may be unfamiliar to students accustomed to being in a small course. Consider mentioning the following:
Use rubrics for all assignments: Rubrics loaded and assigned in the LMS help communicate the assignment requirements to students (promoting higher quality work and reducing errors in need of feedback) as well as assignment deficiencies and grade justification after students submit.