1. Online Class Communication Including Discussion Boards in Relation to Course Objectives and Content Lynette Molstad Gorder Dakota State University Madison, SD 57042

2. Best Practices Make adequate preparation to feel comfortable using the online course management system Be sure the class is ready for student access with content and clear instructions one week prior to the start date Communicate with students within 24 hours of the start of the course with introduction, expectations, and guidelines Log into the course daily during the week and on the weekends to respond to emails and discussions Grade and return all work within one week of assignment Inform students if you will be away from the course Ensure back-up of your course and important course data Source: http://www.utica.edu/academic/facultyinfo/media/Best%20Practices%20for%20Online%20Teac hing%20-%20Summary.pdf

3. Best Practices for Perfect Online Course Contents: Syllabus Course Management System Instructor Guidance Introductory Statement Monday Morning Memos Emails Telephone Calls Textbooks Media (Videos, Audios, Visuals) Virtual Materials (Discussions, Chats) Source: Michael Simonson, Fischler School of Education and Human Services

4. Best Practices for Perfect Online Course Artifacts of Learning: Three Major Graded Assignments Exam Problem/Scenario/Situation Research Paper 10-15 Minor Graded Activities Discussion Postings/Blogs/Wikis/Emails Unit Content: Introduction to the Unit (3 Units, 15 Modules) Readings Viewings Discussions Instructor Presentations Source: Michael Simonson, Fischler School of Education and Human Services

5. Planning for Distance Instruction Shift to visual presentations, engaged learners, and careful timing of presenting information Illustrate key concepts and topics Encourage interactivity Plan activities that allow for individual and group work Have various means of communication

6. Models for Designing Internet Courses Linear-designed instruction Subdivisions of the course are identified with each content area divided into modules. The modules are then divided into topics. Branched-designed instruction This model is similar to the linear design instruction model except assessments along the way may have a student go ahead and go back depending on the progress and understanding of the topics. Hypercontent-designed instruction The content for this model is divided into unites, modules, and topics, but the students are able to determine the order or sequence of topics. Learner-directed design The content is divided into units, modules, and topics with various learning experiences, but there is no order or sequence so students can determine the order of the topics to study.

7. Communication 1.Email every week 2.Discussion board every week 3.Update News in D2L for each week 4.Prepare virtual lecture notes each week 5.Make comments on grading rubrics

9. Units, Modules, and Topics UnitsModulesTopics FoundationsDefinition/PurposeFoundations of Distance Education HistoryDefinitions, History, and Theories of Distance Ed ResearchResearch in Distance Education TechnologyDistance Education Technologies Teaching/LearningStudentsDistance Education Students Course DesignInstructional Design TeachingInstructional Strategies Handouts/MaterialsCreating Materials Course Mgt SystemsAuthoring Tools Managing/EvaluatingCopyrightCopyright in Distance Education ManagingAssessing/Evaluating Distance Education EvaluatingTraining and Instructor Needs

10. Course Management System https://d2l.sdbor.edu/