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: 6/11/2020  by dtm

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.

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University Modes of Instruction Definitions

Last modified on 8/12/2021 by DSM

Overview:

In 2015, the University Registrar led efforts to develop standard definitions for the terms “online”, “hybrid/blended”, and “in person” modes of delivery at UConn (These are listed as Instruction Mode in Student Administration).  These terms are now used in Student Administration to distinguish whether student contact hours occur in person, online, or in a combination of the two. In addition, other modes of instruction have been developed to help students and faculty better understand and communicate course modalities.

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