Resources that support your online teaching

An experienced faculty member provides methods for getting students to participate more in their own learning that you can easily add to your own teaching and course design.

Backward design is all about improving student learning, but this article describes how the approach can benefit faculty, too.

A faculty member provides their experience-based tips for creating meaningful online discussions ranging from creating expectations and boundaries to knowing when not to post.

Academic dishonesty is more widespread than many assume, but this article shares very practical tips for faculty to safeguard their courses against academic dishonesty.

MU has Missouri Department of Higher Education (MDHE) approval to offer stand-alone undergraduate certificates.

If you already offer a degree-dependent undergrad certificate and want to offer it as a stand-alone certificate as a distance program, you may do so and no additional approval from MDHE is necessary.

Want to start the process of creating a stand-alone certificate to attract new distance students? Start by submitting this Undergraduate Certificate Proposal form to Undergraduate Studies. Proposals are reviewed by the Undergraduate Curriculum Committee.

Please contact Mizzou Online Program Coordination if you would like to research market demand and potential distance student audiences for a new or new-to-online certificate.

Up next in DISTANCE EDUCATION UPDATE | FALL 18

The Missouri Department of Higher Education is now tracking program delivery method. To better prepare for sharing that information, the Provost’s Office has a new process.

While no approval is needed from MDHE to offer an online version of a program, the Provost’s Office wants to ensure academic units go through their internal governance process when an in-seat/on-campus program is going to be offered online as well. When that process is complete, the dean’s office in your school/college should send a letter to the Provost’s Office detailing the new distance option in the program. Questions about this process should be directed to Matt Martens, Faculty Fellow for Academic Programs.

 Up next in DISTANCE EDUCATION UPDATE | FALL 18

As reported in last semester’s update, in AY18 the MU Distance Education Strategy Team named two working groups charged with enhancing the online student experience.

The Online Course and Program Quality Team is working to better inform MU about best practices for online education and make recommendations to the MU Distance Education Strategy Team regarding implementation of best practices.

The Distance Student Support Services Team is working to identify gaps between support services available for campus and distance students. The team will make recommendations to the MU Distance Education Strategy Team regarding priority services that should be expanded or added for distance learners.

Learn more about these groups and their charge: https://online.missouri.edu/faculty-staff/advisory-boards.aspx. If you have any questions or suggestions, please send them our way.

Up next in DISTANCE EDUCATION UPDATE | FALL 18

Mizzou’s distance student population grew another 24 percent in Fall 18. In fact, distance enrollments have grown for five consecutive fall terms.

Fall 18 distance student snapshot:
3,071 distance students took 6,229 classes and generated 17,589 credit hours.

Number of students: Distance student head count grew by 24 percent.

Enrollments: Distance students took more classes in Fall 18. Enrollments are up 22 percent over Fall 17. Undergraduate enrollment is up 12 percent and graduate enrollment is up 25 percent.

Student credit hours: Distance students totaled 17,589 SCH in Fall 18, an increase of 20 percent over Fall 17.

Notes:

  • These data are from Dec 2018.
  • Students are coded as distance (DIST) if they are enrolled in a distance degree program regardless of their geographical location. To maintain distance status, the student must take 51 percent of semester credit hours in distance/online classes each semester.

Up next in DISTANCE EDUCATION UPDATE | FALL 18

Findings from 2018 EDUCAUSE reports on student and instructor use of educational technologies, including a report specific to the University of Missouri.

One instructor shares how she has effectively taken her teaching to the next level by promoting curiosity, perseverance, and hard work in her students.

Here are some science-based teaching insights from ‘How Humans Learn,’ a new book from the Director of the Center for Teaching Excellence at Rice University.

A faculty member shares tips on keeping class content current across multiple learning management systems from semester to semester.

This fun article provides ideas for adding visualizations to course content including infographics, reports, mind maps, and more.

Researchers at Oregon State University developed a virtual microscope for distance students in biology courses, and the product is now available for free from the institution’s OER library.

This article describes some of the benefits that virtual reality can have in education, and provides ideas and resources for getting started.

There are many methods instructors can use to make their online course can feel more personable, and this article offers tips and suggestions in the areas of presence, empathy, and awareness.

This article explores the ways in which social media can be effectively used at the institutional and classroom level.

Arizona State University’s partnership with the National World War II Museum in New Orleans to create a fully online master’s degree program is highlighted along with other examples of university-museum collaborations.

This professor shows how to give balanced feedback and create a comfortable learning environment so students can learn from praise and criticism.

Open education resources (OER) to help faculty create and teach online courses – from small to massive.

This article provides brief descriptions and links to AI tools that can improve accessibility experiences in eLearning.

A WCET Frontiers discussion on the academic integrity of adult learners taking online exams including suggestions for institutions of higher education.

A long-time member of UPCEA discusses the next step in working with adult learners, heutagogy, to encourage self-directed learning.

Open SUNY offers free and open resources for online practitioners including online course design rubrics, courses for online instructors, and digital badging.

The SUNY system shares their experience instilling digital accessibility with many helpful links to resources from other institutions and from EDUCAUSE.

This article provides a balanced view of how artificial intelligence can and is being used in higher education with many examples from faculty.

GameOn.World is a great example of a game developed by a teacher and one of his students as a free resource for others.

A helpful list of tips and technology resources that will help your students improve their writing.

Using holograms and robots, “Professor Avatar” aims to provide many students with access to world class educators.

An experienced online educator provides research-based methods to create community in online courses.

Many institutions are supplementing or replacing physical lab spaces with virtual reality, and they are finding interesting results.

One study finds that students want more interaction in their online STEM courses, and the authors suggest applying universal design for learning (UDL) principles.

Students are “learning without borders” by using technology to build learning communities across institutions.