In three different ways, illustrate your personal expectation of this module
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Answer:
Course Expectations: Why You Need Them and How to Communicate Them
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In online courses, there are few cues from the environment to tell students what they’re supposed to do. So it’s especially important to make your expectations clear and explicit. In this article, we’ll discuss (a) the kinds of expectations you should make explicit and (b) where and how to communicate these expectations.
Types of Expectations to Set
Students will inevitably have several questions for you throughout your course. However, if you communicate certain expectations up front, you can cut down on the number of logistical questions students have and can instead focus on higher order content discussions. For example, instead of answering a dozen e-mails about how to submit a paper, you can spend that time on reviewing students’ rough drafts and providing feedback. Below are several questions you might want to think about and answer for students in advance through the syllabus or other course documentation.
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Course Structure
Weekly routine: What do you expect students to do on a weekly basis?
Flexibility: How much flexibility will you allow in grading, assignment topics, and so on?
Attendance policies: What is your attendance policy (if any) for synchronous sessions?
Late policies: Will you accept late work? Up to what point? Will there be a penalty?
Academic integrity: What conventions do you expect students to follow?
Technical problems: What should students do if problems arise? Who should they contact?
Communication
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Communication: How should students contact you? How quickly will you respond?
Feedback from students: How can students share feedback with you?
Student interactions: How do you expect students to interact (and not interact)?
Collaboration: What kinds of collaboration do you consider acceptable?
Class Meetings
Synchronous sessions: How should students join? How should they prepare?
Discussion board participation: How often do you expect students to post?
Discussion board evaluation: What criteria will you use to assess students’ contributions?
Assignments
Readings: Where will students find them? How should they approach them?
Assignment goals: What knowledge and skills should students demonstrate?
Assignment directions: What exactly are students supposed to produce?
Assignment submission: How and where should students submit their work?
Grading and Feedback
Grading scheme: What is the relative weight of each graded assignment?
Performance criteria: What criteria will you use to assess student work?
Feedback: How will you provide feedback to students?