The document provides tips for online course communication and engagement. It recommends communicating often with students through frequent emails, posting to the course news area, and introducing yourself and expectations upfront. It also suggests keeping the course organized with clear modules, schedules, and timely feedback. Finally, it offers ideas for engaging students through discussions, quizzes, group work, media, and surveys. The overall message is to communicate abundantly and simply, address issues promptly, keep the course organized and logical, and actively engage students.

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3.  Email. A lot.
› Syllabus and course schedule before start of
semester (>1x)
› Provide reminders @ beginning of semester
› Synopsize discussions
› Make clarifications
 Post to the News area of eCW.
› No blank slates!
› Use images or videocast, if you wish.

4. Class + section + . _ term (F, S, or U)
@memphis.edu

5.  Email. A lot.
› Syllabus and course schedule before start of
semester (>1x)
› Provide reminders @ beginning of semester
› Synopsize discussions
› Make clarifications
 Post to the News area of eCW.
› No blank slates!
› Use images or videocast, if you wish.

6.  Introductions are good.
› Introduce yourself
 State your response parameters.
 Provide your expectations for
participation
 Create a place for general questions.
 Give students a “hang out.”

7. ddress issues & Qx
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8.  Give explicit directions, navigation, &
tools.
› Reading outlines are important.
 Answer questions in a timely manner
 Provide logically developed content.
 Make corrections to understanding (or
misunderstanding).
 Take an objective look at your course
through the eyes of students.

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10.  Create modules
› By units, chapters, weeks, etc.
 Group content in a logical progression
› Provide links to dropboxes, quizzes, boards
 Make sure that you put or link all content
for that module into that organizational
unit.
 Open modules in a timely manner.
› Leave them open for the duration of the
course

12.  Provide a clear course schedule.
› Mondays thru Sundays work well
› Set clear & consistent due dates and times.
› 11:59 PM is recommended
 Give feedback within two weeks
› Or let students know when to expect it
 Keep grades updated
 Don’t overdo assignments/resources.

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15. Bligh, D. (2001) What’s the use of lectures? San Francisco: Jossey-Bass.

16.  Discussion boards
› Interaction with others is key
› Have one student /group summarize each
week
 Quizzes (for mastery or points)
 Puzzles
 Online “tests” (personality, etc.)
 Creation of suggested test questions
 Cooperative group work

17.  Ask questions
 Include hyperlinks for additional research
 Link to a quiz
 Stop to post to discussion boards
 Use media

18.  Create a podcast of your lecture.
› Audio or video
 Find resources on youtube.com.
 See what’s available via Extended
Programs.

19.  Surveys
› Mid-course
 Formative
› End-of-course
 Get the perspectives of students