Developmental Review of Fully Online (Asynchronous) Teaching

• Essential Elements Scanner tool – scan at 100% 
• Course Outline – learning outcomes for the week under observation align with Instructional Plan and course activities 

Teacher presence helps to set goals and provide direction for students to achieve meaningful and worthwhile learning outcomes (Garrison, Cleveland-Innes, & Vaughn, 2021, p.1).  

• Establish a communication and contact policy 
• Communicate regularly about important course topics (announcements, emails, etc.) 
• Participate actively in discussions 
• Use self-created audio and/or visual materials   
• Challenge students to foster critical thinking 
• Relate course material to real-world applications or aspects of the profession/field 
• Encourage students to ask questions through supportive invitations and responses 
• Respond to communication in a timely manner 
• Treat students with respect 
• Takes an interest in students doing their best

During the review meeting, you might share an example of:  

• Faculty information, e.g., a weekly email or announcement message, a faculty bio or introduction, contact information, a video that welcomes learners to the learning 
• Overview of course content, e.g., a web page or a video recording with direct instruction, a guide to a procedure or process  
• Encourage questions, e.g., invite students to ask questions, provide topics for discussion or reflection, provide information that connects with profession/field 
• Lesson design, e.g., if you created the course, you may speak to how you designed and sequenced the lesson in a purposeful way that promotes learning   

The learning community helps to meet students’ learning needs through social presence and peer learning (Virtue, Maddox, & Pfaff, 2019).  

Examples of developing a learning community: 

• Model a learning environment that is safe, respectful, and inviting  
• Define the expectations of the community about appropriate and respectful conduct 
• Encourage regular student participation  
• Stimulate discussion and opportunities for sharing within the course  
• Create pair or group activities for learning 
• Create opportunities for students to support each other   
• Encourage students to share with each other and feel “seen” in the course 
• Provide information, links, and resources that help students connect  
• Actively monitor and manage appropriate behaviour, and respond promptly 

During the review meeting, you might share an example of: 

• Course conduct information, e.g., a class conduct contract or suggested netiquette practices, either developed by you or co-created with students  
• A whole-class activity, e.g., an icebreaker activity, a poll or survey, a brainstorming or mind-mapping activity, a virtual cafe discussion forum thread 
• A peer-to-peer or small group activity, e.g., a discussion forum or group work activity; use of “groups” feature to have students share, communicate, and/or cooperate 

Feedback opportunities allow students to demonstrate their learning relative to the learning outcomes. Feedback makes learning visible by correcting, guiding, and furthering learning while providing a sense of progress and achievement (Hattie & Zierer, 2019).  

Examples of feedback for learning: 

• Give clear instructions in plain language 
• Describe the rubrics and/or marking schemes 
• Provide prompt, clear, detailed evaluation of student work 
• Make feedback easy to access 
• Use Gradebook, including releasing grades 
• Use different forms of feedback, e.g., self-check and/or peer feedback 
• Grade according to a rubric or marking scheme and expected course standards 
• Give assignments and tests that cover course content 
• Ensure that assignment information is up-to-date 

During the review meeting, you might share an example of: 

• Explanation of the rubric and/or feedback provided: e.g., Video or text-based explanation of an assignment; explanation of a marking scheme/rubric; example or exemplar of work; description of how the rubric may be applied to a sample of work 
• Reflection or comprehension self-check activity, e.g., reflection reading or screening questions, an ungraded quiz, a self-assessment, a checklist, an H5P activity  
• Peer-to-peer or faculty feedback activity, e.g., a discussion forum, a dropbox activity, an email that provides feedback to the entire class 
• Demonstration of feedback tools available to students, e.g., Turnitin, Grammarly 

Course facilitation and administration activities manage course content, address course and technical questions and issues, monitor student participation, and identify students at risk (Berge, 1995).   

Examples of course facilitation and administration: 

• Share and maintain the Instructional Plan  
• Provide clear map or pathway for the course 
• Give reminders for students when activities or assignments are upcoming 
• Remind students who have not kept up with course content or assignments  
• Maintain policies regarding FIPPA and OHRC 
• Modify, update, correct, or make available course material (where necessary)  
• Address technical issues (where necessary) 
• Identify procedures and resources for getting assistance for technical problems 
• Provide accessible resources and activities  
• Work in compliance with copyright, and acknowledges sources used 

During the review meeting, you might share an example of: 

• Provision of support resources and/or links, e.g., textbooks and/or reading details and reminders, References list, terminology list or glossary, FAQ or list for getting help (student services, IT, library, academic integrity, etc.) 
• Promote inclusive learning, e.g., video scripts, captioned videos, alt texts for images and charts, table headers, high-visibility/high-contrast items, etc.  
• Motivate progress and support at-risk students, e.g., use of a course map, badges, email, progress summary, Intelligent Agents, etc.