Key Takeaways from the CETL Online Student Preferences Survey

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Last revised: 04/25/2024 by cah

Overview:

In late 2022, eCampus launched a survey to determine student preferences as related to online courses. The survey went out to all students who completed an eCampus online course, which includes both undergraduate (68%) and graduate (32%) students. The survey was sent to 7300 students and 665 responded (9%).

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eCampus Accessibility Checklist and Guide

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Last revised on 7/8/2025 by KK.

Overview

This post provides a guide to implementing the eCampus Accessibility Checklist, including disabilities and common barriers, accessibility frameworks, rationale for accessibility standards, and resources for implementation.

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Deciding on Instructional Materials

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Last revised: 1/29/2024 by ess

Overview:

This article provides instructional material alternatives, with examples, for use in online, hybrid, and in-person courses. Three options will be considered. Should you “make”, “buy” or look for “free” materials that support your learning objectives? Continue reading →

Managing Your Online Course

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Last revised on 7/23/2025 by KK

Overview

The Course Facilitation Plan (CFP) outlines the key steps to take before, during, and after your course implementation, presented in the recurring course life-cycle, as well as recognizing the four roles of an online instructor. Download a copy of the file to create your own customized version.

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Effective Communication in Online Courses

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Last revised on 02/18/2024 by bjg

Overview

Two retro robots talking with tin can phones.

Asynchronous communication in online courses takes place via a variety of tools, such as announcements, rubrics, email, discussions, audio feedback, video feedback, etc. The learning benefits of regular communication with students in an online course are often overlooked by faculty. Effective and regular messaging is essential for an inclusive, motivated and engaged learning community. This post reviews guidelines for communicating with your students online.

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Specifications Grading: A Method to Improve Student Performance

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Last revised: 02/07/2025 by JP

Overview

Are you looking to increase student motivation and the quality of their academic work? If yes, consider specifications grading.  According to Linda B. Nilson, Ph.D., the traditional higher education grading method is broken and specifications grading offers a solution with benefits for both students and faculty. Nilson published her seminal work, Specifications Grading: Restoring Rigor, Motivating Students and Saving Faculty Time, in 2015.  Since then, faculty have adopted her method, including some at UConn.

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