Provide Clear and Findable Online Course Expectations

<aside> 💡 Clear and easily findable online course expectations will help learners to feel more assured of their ability to manage course requirements and achieve course outcomes.

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Specific Techniques

• Send a pre-term communication to all course participants highlighting course expectations.
• Make a video tour of the course highlighting where to find important course information, including course expectations, (e.g., how to contact the instructor, how they will be evaluated, and the course schedule).
• Provide a prominently located, downloadable, and searchable syllabus document.
• Include a basic needs statement in your syllabus, a names and pronouns statement, contact preferences, a statement on your expectations on the use of AI and AI assisted work in youur course, and a comprehensive list of course and campus academic/nonacademic student services, policies, and procedures.
• Create a prominent area in your online course dedicated to introductory course information, materials, and activities.
• Provide a list of your expectations, making sure to explain them in detail, and to try to assume nothing.
• Provide assignment rubrics, suggestions, and strategies for time management, and examples/models of high-quality work/assignments.
• Provide a forum for online learners to ask questions about the course and to get help or clarifications on expectations for the course.
• Use clear, concise, and consistent naming conventions for your online course areas, assignments, and documents.

Overview

In an online learning environment, learners must be able to understand and easily find all they need to successfully participate in the online course (Simunich. et al.,2015; Morville, 2005). Instructions and course information must be clear, unambiguous, easily findable, and anticipate questions with information and provide ways for students to ask technical, administrative, and academic questions in consistent and predictable ways (Floyd & Casey-Powell, 2004)

Provide Clear and Findable Online Course Expectations is an inclusive DEI practice essential for online learner success. Course information and a syllabus set the tone for the learning environment, demonstrate the instructor’s “voice,” and begin to establish connection and a sense of trust and community among course participants. For example, using a warmer tone in college syllabi makes learners  more likely to ask for help (Gurung & Galard, 2022). Initial course information documents detail online learning expectations and criteria for success, and anticipate learners’ questions by providing all the relevant and essential information, links, and/or instructions to help support all learners to develop self-regulated learning strategies and to feel confident, informed, welcomed, like they belong, and are ready to succeed (Whipp& Chiarelli, 2004)

Although all learners will benefit from this practice, adult learners, first-generation learners, and those from other at-risk populations - in addition to those in military service - benefit from highly structured, goal- and task-oriented, online course information. As non-traditional learners increasingly take advantage of online higher education opportunities, they will benefit from the organization and the clarity of a clear and concise online course information and a syllabus with explicit online course expectations and course information that is easy to find and understand. (Fishe & Wright, 2010; Taylor, et al., 2015).

How to Implement the Practice

Course Modality Considerations

Asynchronous

Synchronous

Hybrid

References and Resources

Citations

Resources

Contributors

Alexandra M. Pickett, Paul Montone