The document discusses what makes an excellent online professor and how teaching online differs from face-to-face instruction. It notes that online professors must act as coaches/facilitators rather than lecturers, as online students are more actively engaged in discussions, reflections, and peer reviews. It also highlights that online assessments are more continuous and varied than typical face-to-face exams and papers. The document then provides tips for online instructors on topics like retention, first contact with students, introductions, and using tools like Blackboard, rubrics, and Respondus to engage students.

1. WHAT MAKES A EXCELLENT ONLINE
PROFESSOR?
 Professor needs to be the “teacher” and a “learner.
 Consider past online experience. Be experimental.
 Willingness to move away from traditional instruction.
 Be patient with technology.
 Using diverse tool box of learning strategies.
 Limit (but appropriate) use of audio, video, and other multi-media.

2. HOW IS TEACHING ONLINE DIFFERENT
FROM FACE TO FACE?
 The role of “teacher” gets changed to being a coach and mentor or
facilitator.
 This is actually good, because research shows that the lecture method creates passive
learners. One can’t be passive online.
 Students do more thinking, sharing, reading, reflecting, writing, and peer review in
online classes. They are more active learners.
 Most discussions is asynchronous.
 So, communication should be more well thought out by students.

3. More differences…
 Learning environment is more flexible.
 Links to the WWW!
 Assessment is continuous.
 Students post individually and the professor gets to know them and see them grow
through the semester.
 Assessments are not use 4 shots and a paper, like many face to face classes.
 Assessments are varied and often contain low stakes automated quizzes, frequent
regular postings in discussions, short papers/essays, case studies, scenario building,
and research topics.
 Means that cheating is more difficult. You get to know your students and how they
perform continuously.

4. INTRODUCTIONS
 Where do you see yourself as an online instructor?
 A.Visitor
 B. Novice
 C.Apprentice
 D. Insider
 E. Master
 Your opinion of yourself is connected to your personality, content
knowledge, confidence in technology, and your pedagogical approach.

5. TOPICS TODAY (HOPEFULLY) INCLUDE:
 Retention
 First contact
 Intro Email
 Ice Breakers
 Bb Mobile
 Student to student discussion board
 Rubrics
 Respondus (simple to add).
 AlternateTest Creation
 Ghost Students/drops
 Student account for you?
 Other Topics?

6. WHAT ONLINE LEARNERS WANT!
 Clear instruction about course expectations and assignments.
 A high level of instructor interaction.
 A reasonable load in terms of reading, posting, email, and other
assignments.
 Reassurance that their ideas are on track.
 Prompt, unambiguous feedback.

7. HERE WE GO!
RETENTION~
 How are your retention rates?
 What happens to students?
 What can we do to improve rentention?

8. FIRST CONTACT
 When do you make first contact with your students?
 1 week before?
 A couple of days before?
 The day before school?
 The fist day of school?
 How do you contact them?
My example

9. WELCOME LETTER
 Helps students unfamiliar with the DE environment to understand your
unique course expectations.
 Tell students how and where to login.
 Lets students know where to go for technical help and support.
 Establishes rapport and promotes regular effective contact with the
students early on.

10. TITLE IV LEGAL REQUIREMENTS
(FOR FULLY ONLINE CLASSES)
 October 2011 Department of Education:
“institutions [need] to take steps necessary to ensure that students are
academically engaged prior to disbursingTitle IV student aid funds.”
(34 CFR 668.21(a)

11. INCLUDE THE FOLLOWING:
 Standard online welcome before the semester begins.
 Standard hybrid welcome informing students of on-campus meetings.
 The course check-in assignment (ice breaker/discussion.)
 Needs to be in first week and demonstrate active engagement of students with a
clear drop policy for non-completion.
 Course communication/email within Blackboard.
 This is documented evidence of regular effective contact and student
participation in learning activities.

12. SENT TO ENROLLED STUDENTS
Hello,
You are receiving this email because you are enrolled in History 17B online (section 2518) for Fall 2014.
Class starts on August 11th
and there is no on-campus orientation for this class. While you will have access to
the class prior to Monday, the class does not start until then and will not be ready until Monday at 8:00am. Be
sure to have your book by the second day of class. You MUST have the text to succeed in this online course. If
you are waiting on financial aid, a copy of the text is on reserve in the library and late work will not be accepted.
No other editions besides the book listed on the college bookstore is allowed. An ebook is available and is
described inside your Blackboard class.
Please note: If you choose not to stay in the course or you fail to login and post your introductory discussion by
Thursday, the 14th, you will be dropped and another student will be added in your place on Friday.This is a very
popular class and I like to help as many serious students as possible. With that said, I hope all of you stay in for
the duration.
You can access the course through Blackboard on the homepage of the Merced College website at:
https://mccd.blackboard.com or through your portal site.
The student help desk for technical questions can be found at:
http://www.mccd.edu/myhelp/default_non_ie.aspx
Welcome to the class! I'll "see" you all on Monday!
Dr. J. Steeley

13. SENT TO WAITLISTED STUDENTS
Hello,You are receiving this email because you are on the waitlist for History
17B.Adding online classes is a unique process. I'm giving registered online
students until Thursday at noon to login and post a discussion about
themselves.
Between now and then, some students will drop.Those who drop and/or do
not post the by noon on Thursday will be replaced with waitlisted students.
I will email you at this address to notify you if a seat becomes available. I
start my online class slowly in order to allow for added students to not fall
behind.
Please check your email daily. If a seat becomes available, you will take the
email to admissions to add.Thank you for your patience with this process. If
you are still interested in adding, you can reply to this email.There are
additional students beyond the waitlist wanting in and I like to
accommodate as many as possible. Dr. Steeley

14. STARTING OFF THE CLASS
 First, introductory email to campus email. (Just shown.)
 Inside course, welcome email, pointing out the syllabus, first introductory discussion,
calendar, expectations.
 Drop policy hammered!
 What’s yours?
 First week and then “attendance” and performance based.
 Technology and an app email.
 First discussion/ice breaker.
 Student to student discussion board.

15. “Technology and an app”
I wanted to point you in the right direction with your browser and also inform you of an app
available. First off, there are lots of browsers out there, but Blackboard works best with
Firefox. Other browsers (Safari, Explorer, etc.) may make you use control/command keys
for copy/paste functions. Also, some students have reported difficulties with accessing and
posting in the discussion area without Firefox. Make note, the technology should not be your
excuse for not doing well in the course. Do not let it defeat you! Everything has a work
around but the frustration can be daunting. That is why I'm sending you this email to ward
off some of those potential problems. Use the helpdesk if needed, the Blackboard user guide,
and youtube for solving problems. I advise you to do your writing in Word or another word
processing application and then copy and paste into Blackboard. It is very frustrating to
compose something and then have your internet connection fumble or another technical
issue, causing you to lose your work. Working in a word document gives you a back-up.
Also, I'm using the Blackboard mobile app. As I've created the course, I've gotten notifications
when new items are available. This app is not required. There is a fee associated with it from
$2-$5. I don't imagine you can do your entire course over your mobile device as Responsdus
is required for exams/quizzes. If you use the app, let me know at the end of the semester
what you thought about it. Reminders about when work is due would be worth the app
alone :)
If anything else arises, be sure that I will communicate with you here. I'm excited to get into
the meat of the class after all this introductory stuff!
~Dr. Steeley

16. BLACKBOARD MOBILE

17. FIRST DISCUSSION/ICE BREAKER
 Helpful website:
http://www.southalabama.edu/oll/jobaidsfall03/Icebreakers
%20Online/icebreakerjobaid.htm
 I use:
 Hello everyone! Please take a moment to introduce yourself to the class. Provide your
name, major (if determined), expectations of the class, and any area of history you might
find interesting.You can also include a photo if you would like. :-) In your post,
please confirm that you have read and understand the syllabus and requirements for the
course. If you have questions, please ask.Your introduction needs to be posted by
Thursday, August 14th (noon) in order to remain in the course. I will be adding students
in the place of students who fail to participate. I will respond to your introductions
individually and I look forward to getting to know you .

18. STUDENT TO STUDENT DISCUSSION
BOARD
 Please use this area to communicate with each other. If you have
questions about the class, the material, or the college, you can discuss
them informally here. You can use this area to establish a study group
as well. I will not be participating in this discussion section. Questions
for me should come via the "Mail" tab inside Blackboard. Do not group
email your fellow students. If you would like a quicker response from
me, you can try to email me at steeley.j@mccd.edu

19. RUBRICS
 To use or not to use?
 http://youtu.be/0fn_vAhu_Lw
 2 types—analytic and holistic.
 In DE, analytic are most often used because of the amount of detailed
feedback they provide students.
 What is your experience with Rubrics?

20. ANALYTIC
 Analytic Rubrics
 Criteria for success is listed separately.
 Provide more detailed feedback about performance.
 Focus on criteria for success.
 Take more time to create (at first).
 Are used to evaluate authentic assessments.

21. HOLISTIC
 Holistic Rubrics
 Criteria for success are listed together.
 Provide general information about performance.
 Focus on a scale of performance.
 Take less time to create.
 Are often used to evaluate general proficiency.

22. RESPONDUS
 http://www.mccd.edu/myhelp/default_non_ie.aspx

23. MORE HELP
 Blackboard user videos
 https://www.youtube.com/playlist?list=PLontYaReEU1v1P4Nq1ilNGlkfDUNQDZVl
 Study Central “Getting started online”
 August 14th
,Thursday from 2-3pm