If you’re new to online instruction, it’s important to examine the assumptions that guide your development of an online course. This module will give you a starting point by addressing some common myths and their (perhaps counter-intuitive) realities. 5 Myths About Remote Teaching in the Covid-19 Crisis Myths and Realities of Teaching Online (University of Illinois) A few common myths MYTH: “Online learning means my students have more time to spend on their coursework.” REALITY: Students learning remotely still have other courses demanding their attention, and they’re more likely to be expected to help out around the house. Students who are caring for parents or younger siblings may have less…

In a well-designed online course, assessment activities are closely tied to the learning activities. The course syllabus should clearly spell out the learning objectives for the course, and in turn, learning objectives should be defined for each learning activity, including how they relate to the course objectives. Learning assessment techniques should be matched to the learning objectives of an activity, so that instructors can accurately monitor student learning.

This section contains articles and resources for each of the preceding topic areas. You will be prompted to log in with your Trinity username and password to gain access.  Myth and Realities of Online Instruction Forer, D., & Bechtel, S., et.al. (2019). Active connections: Means for faculty to create an environment in which students WANT to engage! Journal of College Teaching & Learning, 16(1), 1-10. Goodchild, T. & Speed, E. (2019). Technology enhanced learning as transformative innovation: a note on the enduring myth of TEL. Teaching in Higher Education, 24(8), 948-963. Montelongo, R. (2019). Less than/more than: Issues associated with high-impact online teaching and learning. Administrative Issues Journal: Connecting Education, Practice, and Research, 9(1), 68-79. Course Environment…

The open web and Trinity’s library subscriptions are abundant with rich content that can be brought into a learning context. The appropriateness of the content to the course and how you use it can either enrich your students’ experience or detract from it. This module will address how to navigate and select from the plethora of existing online resources, and how best to make your selections available to your students. Important considerations when choosing digital content, such as accessibility, availability, legality, and technology. Introduction Online content has many dimensions beyond the topics it covers. A few of these include: All of these can have an impact on your students’ ability…

Teaching with discipline-specific or specialized software, along with recreating the rich experience of in-person science labs and the interaction of studio and performing arts, are some of the most challenging aspects of online education. In this section, we provide resources curated from professional societies and other educators that offer innovative ways to reimagine the in-person student experience. Science Labs and Specialized Software Virtual Science Labs List of Simulations and Virtual Labs – Crowd-sourced list of simulations and virtual labs in: Anatomy and Physiology, Biology, Cell Biology/Genetics, Chemistry, Civics, Comparative Neuroanatomy, Environmental Science, Geology, Math, Physics, Physiology, Engineering, Epidemiology, etc. Wright, L. Kate, et al. Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom…