Learning Path – Excellent Fully Online Teaching
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View this video introduction to the learning path on understanding your role and responsibilities as a faculty member delivering a fully online asynchronous course.
What’s Next
There are a number of different Hub posts that can increase your familiarity with fully online teaching and learning. Review these posts as needed.
More on What is Fully Online Teaching
- What is Effective Fully Online Teaching: A brief overview of an evidence-based model of online teaching that can help you to reflect on ways to deliver your fully online course more effectively for learners.
Getting Started
- Tips for Getting Started with an Asynchronous Course. A faculty post by Michelle Feeser (School of Business).
- Countdown Checklist for Fully Online Teaching: A list of tasks to complete just before and just as the semester starts.
- Messaging Your Fully Online Learners: Ideas for writing email and Announcement messages in ways that promote student attention, confidence, and satisfaction in your course.
- Course Orientation for Fully Online Learners: An explanation of the reasons why students need a course-level orientation and ideas/examples for your orientation.
Supporting Students
- Self-Directedness in Fully Online Learning: Information and tips on how to support students at all levels of readiness for online learning.
- Engaging with Students as Fully Online Learners: Tips for engaging students “early and often” to maintain expectations for online course participation.
- Help Fully Online Learners Complete Non-Graded Work: Tips for encouraging students to complete fully online and hybrid non-graded course work.
- Group Work in Fully Online Learning: What fully online students most struggle with, and how to minimize those challenges.
Other Resources
- 5 Benefits of Fully Online Learning for Students and Employers: Why fully online learning benefits Conestoga students and the KW community.
- Developmental Review of Fully Online Teaching: A structured 3-week process that includes an interview, report, and follow up reflection and discussion with a teaching and learning consultant.
We welcome your feedback on this pathway.
