online

Promoting Student Engagement in Your Online/DL Course

Overview

The concept of student engagement has become somewhat an enigma as educators move to the online and distance learning (DL) realm. Many instructors find it challenging to maintain a similar level of engagement as their face-to-face classrooms. This article explores the various aspects of online student engagement that aims at delivering a clearer operational definition of engagement together with teaching tips for online/DL instructors.

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Alternatives for Online Discussions

Last revised: 10/13/2020 by dtm.

Overview

When designing an online course, it is important to encourage students to connect with peers to discuss content and concepts.  According to the Quality Matters Standards for Online and Blended Courses, learning activities must provide opportunities for interaction that support active learning. (QM 5.2).  This article will review some alternatives to traditional text-based asynchronous discussion forums in online courses.

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Competencies for Online and Hybrid/Blended Instruction

Last revised: 10/24/2022  by jap

Overview:

What does an instructor need to succeed with an online or hybrid/blended course? The UConn Competencies for Online and Hybrid/Blended Instruction provides twenty-seven competencies to inform and self-assess against. The UConn Competencies for Online and Hybrid/Blended Instruction tool serves as an instructor self-assessment. The second edition takes into account developments in higher education instruction since the COVID pandemic.

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University Modes of Instruction Definitions

Last modified on 11/11/2022 by DTM

Overview:

The University will be implementing new course modality definitions in the Fall 2023 semester. The Registrar’s Office will provide up to date definitions and guidance on their website (Click)

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