Faculty Guidelines Rider

m a r i e a .
c i n i & b o r i s v i l i c
Faculty Guidelines
FOR ONLINE TEACHING
W H A T I T I S & H O W T O D O I T
RIDER UNIVERSITY | COLLEGE OF CONTINUING

STUDIES
Written by Marie A . Cini, Ph.D. & Boris Vilic, MBA

© 1999 Cini & Vilic
August 2004: 2 n d Edition
FA C U LT Y GUIDELINES FOR ONLINE TEACHING 
FORWARD.................................................................................5
PRE-PLANNING.........................................................................6
TRANSLATING YOUR FACE-TO-FACE COURSE TO THE ONLINE ENVIRONMENT...........................6

Teaching LIVE or ONLINE: Is There a Difference?.................................6
Start with Your Goals in Mind................................................ ...............6
Understanding How You Teach in a Face-to-Face Classroom................7
Tips before You Move Online..................................................... ...........8
Know Your Available Online Features.................................................10
The Instructor's Role Once the Course Gets Started..........................13
How Often to Post Messages........................................................... ...16
PLANNING AND DEVELOPING YOUR ONLINE COURSE............17
COMPONENTS OF AN ONLINE COURSE................................................ ....................17
Timeline for online course development ............................... ............21
PLANNING AND DEVELOPING THE VIRTUAL SYLLABUS......................................... ..........22

Introduction to the Course................................................... ..............23
Course Objectives......................................................................... .....27
Textbooks............................................................ ..............................29
About Your Faculty............................................................ .................29
Learning Evaluation Methods......................................................... ....31
Assignments....................................................................... ...............33
Writing Guidelines................................................ .............................35
Due Dates....................................................................................... ...36
Online Discussion Guidelines................................................. ............38
PLANNING THE DISCUSSION AREAS...................................................... ................44

How Do I Organize the Online Discussion?......................................... 44
TEACHING ONLINE..................................................................45
ONE WEEK BEFORE THE CLASS STARTS......................................... .......................45

Post a general “welcome” message in the discussion forum area.....45
Ask students to introduce themselves................................. ..............46
Welcome students individually................................. .........................47
THE FIRST “DAY” OF CLASS.................................................... ........................47

Announce Class Beginning................................. ...............................47
Model Online Behaviors................................................... ..................49
Pose Discussion Questions............................................................... ..50
2
FIRST WEEK OF CLASS.................................................................. .................52

Facilitate Online Discussion Frequently..................................... .........52
Synthesize Class Discussion........................................ ......................53
THROUGHOUT YOUR ONLINE COURSE............................................................ .......56

Provide Continuous Formative Feedback...........................................56
Announce Upcoming Deadlines..................................... ....................57
AT THE END OF YOUR ONLINE COURSE..................................................... ...........58

Ask Students to Fill out TEQs......................................... ....................58
Ask Students to “Wrap Up” the Discussion........................................59
Announce the End of the Class.......................................... ................59
SUMMARY...............................................................................61
APPENDIX A: CRITICAL SUCCESS FACTORS............................62
ASPECTS OF ONLINE TEACHING STUDENTS FOUND MOST EFFECTIVE................................62
ASPECTS OF ONLINE TEACHING STUDENTS FELT COULD BE IMPROVED................................64
3
TO THE READER
If you have picked up this manual, chances are that you are
thinking about teaching a course online. You are probably
feeling as though the task is monumental, and you may not
know where to begin. That’s exactly why we wrote this
manual—to show you where to begin.
When the first author began teaching online in 1996 there

were few models available from which to learn. Very few
faculty taught entirely online courses - nationwide. Some
faculty added listservs to their face-to-face classes, but entire
online courses were few.
By the time the second author began teaching online in 1999

—just three short years later—things had changed
considerably. Many faculty members were teaching online,
but the models were as varied as the curricula. And although
many more books and articles about online teaching were
available, a “how to” manual with actual examples of what to
say online was nonexistent.
So we decided to remedy that situation by drafting this

instructor’s manual filled with real examples of how to plan for
the online experience and then how to actually “behave” as
an instructor online. Examples included are from both
undergraduate and graduate level courses.
We offer this manual not as THE model that you should use,
but as an example of a model that is working for us. We have
found that our students are learning and enjoying their
experience online. Therefore, we invite you to borrow our
model and build upon it for your own purposes in teaching.
One of the lessons we learned very early in this venture is

that online learning is a team sport…you can’t do it alone.
And so we would like to thank all those individuals who make
it possible for us to teach online. We especially thank our
online students, who teach us as much as we teach them.
Marie Cini & Boris Vilic
4
FORWARD
Marie Cini and Boris Vilic have created a thoughtful and

helpful guide for faculty teaching online. Faculty Guidelines
for Online Teaching provides a wonderful meld of ideas for
effective teaching online, suggestions based on personal
experience, and specific examples from online courses. As
Director of the Center for Teaching Excellence, I believe that
this guide would be indispensable to a faculty member
teaching online for the first time; however, the richness of its
ideas and examples would undoubtedly make it useful even to
veteran online teachers.
The authors have been generous in devoting their talents and

time to creating this guide for other faculty. They view it as a
“work in progress” and invite other faculty to share their own
experiences and successes in teaching online, so that
subsequent editions of the guide can incorporate an even
wider range of ideas and examples.
Teaching online is a relatively new frontier. We invite faculty

to explore ways of teaching that capitalize on the strengths of
this medium so that our online students reap the benefits of a
true Duquesne University education.
Dr. Dorothy A. Frayer

Associate Academic Vice President
Director, Center for Teaching Excellence
5
PRE-PLANNING
 T R A N S L AT I N G Y O U R FA C E - T O - FA C E C O U R S E TO
THE ONLINE ENVIRONMENT
TE ACH IN G L IVE OR ON L IN E: IS TH ERE A DIFFER EN CE?

In our experience, we have found that the live classroom and
the online environment are qualitatively different experiences
both for the instructor and the students. However, you should
keep in mind that translating your course to the online
environment is merely changing the delivery mechanism; you
can certainly set and meet high quality educational standards
in both formats. Moving from the live classroom to the online
environment takes some restructuring of your course, and it
requires you to view your role as an instructor a bit differently.
In this guide we will take you step by step through the process
of translating your live course to an online version.
START WITH YO UR GOAL S IN M IN D

Just as you would with any course you teach, ask yourself
“What are the goals or objectives I would like my students to
reach in this course?” For example, you might want your
students to a) become better critical thinkers, b) master the
course content and c) learn to work productively in a small
group. Now, take the time to think through five to eight goals
you would like your students to meet in a course you are
currently teaching or planning to teach. List them here:
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
8. ______________________________
These goals can be achieved in both the face-to-face and

online classroom. The next section will show you how.
6
UN DERSTAN DIN G HOW YOU T EACH IN A FAC E-TO - FACE

CL ASSROOM
First, think about how you teach in a live classroom. Like
most instructors, you probably use a variety of teaching
methods to achieve the goals you listed earlier. For example,
you might lecture and hold large and small group discussions.
Other instructors might lecture, show films, hold debates, and
sponsor a field trip. Take a moment now and list the methods
you use to teach the “live” version of your course:
1. ________________________ 6.
________________________
2. ________________________ 7.
________________________
3. ________________________ 8.
________________________
4. ________________________ 9.
________________________
5. ________________________ 10.
_______________________
Before we move to the online version of your course, take a

moment to match up your overall course goals and your
teaching methods. For example:
Course Goals Live Teaching

Methods
Increased Critical Thinking Small group debates
Reaction Papers
Mastering Course Content Lectures
Research Paper
Working in a Team Small Group Project
Now, take a few minutes and list your course goals and the
live teaching methods you use to achieve these goals:
Course Goals Live Teaching

Methods
___________________________ __________________________
_
7
___________________________ __________________________
_
___________________________ __________________________
_
___________________________ __________________________
_
___________________________ __________________________
_
We have found that it is a good idea to make sure that your

course goals and teaching methods “match up.” That is, have
you built in teaching methods that will help your students
meet the course goals? If not, could you try new or different
methods? For example, if you want your students to enhance
their critical thinking, have you built in at least one method to
help them do this?
Then ask yourself if each teaching method that you use is

necessary. For example, if you ask students to hold a debate
because you happen to like debates, but they don’t seem to
learn anything new from the experience, you might drop that
activity in favor of a method they do learn from.
When you are satisfied that you have clear course goals and
teaching methods that will help students achieve those goals,
you can more easily translate your “live” class to the online
environment.
TI PS BEFOR E YOU M OVE ON L IN E

We have found that teaching online has to be approached
differently than teaching in a “live” classroom. In a live
classroom, students have learned the norms of sitting quietly,
listening to a lecture, taking notes, and generally not
participating very much. Even in the most interactive
classroom the instructor still does most of the talking.
However, in an online class, the instructor plays a less active

role. Notice we did not say “inactive” role! The instructor has
an important role to play in the online classroom, but it is
different than he or she is used to in a live class. We’ll discuss
that later in this guide.
8
In the online environment, students must take a great deal of

responsibility for their learning. There is no classroom per se
where they come to sit for a period of time, listen, and take
notes. The instructor is less a “sage on the stage” and more a
“guide on the side” (to steal an overused, but very accurate
phrase).
So, instead of asking yourself “how do I lecture online?” you

should rephrase the question and ask “how do I ensure that
students learn and understand the course content?” For
example, instead of lecturing on the culture of Athens during
the time of Plato, you might direct your students to read a
text-based article with that information (and some interesting
academic web sites can also be used as reference material).
Not all material needs to be on the web, however! You will

still assign a textbook or materials, and the students will still
read them the “old-fashioned way,” in most cases. Your role
becomes that of a mentor, helping students to understand the
nuances of the material and guiding them to a more in-depth
and inclusive discussion online.
9
KN OW YOUR AVA IL ABL E ON L IN E FE ATUR ES

At this point it is a good idea to think through your course
goals and develop online teaching methods to meet them.
However, you must first understand what is possible in an
online environment. Most web-based course software will
offer you the following features that you can use (or not) in
your online class:
 Web Pages. Web pages are used to post syllabus

information, short written “lectures,” or reference material.
Remember, though, that in an online environment short,
lively pieces of text work best. Page after page of
academic discourse is not useful; reading long texts while
sitting at a computer screen is not comfortable or easy.
Save dense material for a “hard” copy or an attachment
that students can download and print on their end. Useful
for (a) covering course content, (b) providing course
structure.
 Calendar. A calendar enables instructors (and students) to

post important dates and deadlines. Useful for providing
course structure.
 Discussion Forums. A discussion forum is an online

course feature where messages that are posted are visible
to the entire class. This feature is akin to a whole-class
discussion, but it occurs asynchronously (not at the same
time). Every class member can read every message and
can reply publicly at times that are convenient for them.
Useful for (a) covering course content, (b) enhancing
critical thinking, (c) building community online.
 Private Discussion Forums. Private forums are forums

where only members of a small project group can go to
discuss their work in private. This feature is similar to
sending a small group of students off to another room to
work privately. Again, this forum is asynchronous; students
add to the ongoing discussion at times that are convenient
for them. The instructor may or may not have access to
their dialogue (this would be the instructor’s choice).
10
Useful for (a) discussing content in small groups, (b)

forming small communities online, (c) fostering creative
thinking, (d) enhancing critical thinking, (e) improving
team skills.
 Group Presentation Areas. Presentation areas allow for

a group project to be posted. Although student groups
cannot present in a live fashion, they can work on a
collective project and post it in a public area where others
can read and comment on their work. Useful for (a)
covering course content, (b) enhancing critical thinking, (c)
modeling high quality work.
 Email. Private mail, or email, enables the instructor and an

individual student to communicate “privately.” Also, two
students can communicate privately. That is, the message
will only be visible to the individual it is sent to, not the
entire class. Useful for (a) communicating between
individual student and faculty member, (b) providing
formative evaluation.
 Chat Room or Virtual Classroom. A chat room is a

feature that allows you to talk with one or more members
of the class in “real” time (i.e., synchronously). We have
found this not to be a pedagogically sound feature for
group or class discussions; it tends to turn into a “tower of
Babel” (or is it the “tower of babble”) as various thoughts
come streaming in simultaneously. However, some faculty
find the chat feature is useful for facilitating small group
activities such as brainstorming or decision making when
two or three students need to resolve an issue quickly (in
real time). Useful for (a) building community online, (b)
allowing students to communicate in real-time, and (c)
explaining content and answering questions to a small
number of students.
Let's take one goal all instructors presumably share:

enhancing students' learning of course content. Below we
have listed traditional face-to-face teaching methods and their
online counterparts.
11
Course Goal Face-to-Face Methods Online Teaching

Methods
Increase student 1. Assign book 1. Provide written
learning of 2. Lecture materials offline
course content. 2. Explore and link to
academic websites
on the topic
3. Post short
summaries with
commentaries of
the book chapters
online
It is a good idea to make use of the many features of the

technology you will use. You can and should use active
teaching methods, interactive discussion groups, and
hyperlinks to Web resources. The new, interactive features of
technology and the ability to access complete and updated
information online can actually enhance the learning
experience of students over and above the static face-to-face
classroom.
12
Take a few minutes now and list the online teaching methods
you will use to reach your course goals:
Course Goals Online Teaching Methods
TH E IN STRU CTOR' S ROL E ON C E TH E COURSE GETS

STARTED
Most of the “action” in an online course occurs in the
Discussion Forum(s). Generally, the instructor should view his
or her role as that of a facilitator, ensuring that the task and
interpersonal needs of the group are monitored and tended
to. This entails:
1. Welcome Messages. Posting a welcome message at the

start of the course. We recommend a public welcome in
the public discussion forum AND a private welcome to each
student through the private mail function in your software.
2. Introductions. Asking students to post an introduction

about themselves. The instructor should set the tone by
posting his or hers first.
3. Positive Reinforcement. Thanking students for posting

messages (at first this reinforcement is key to students
feeling welcome to participate online). The instructor
should do this both in public messages and private email.
4. Formative Feedback. Providing private, formative

feedback to students about their progress online. Students
like to know how they are doing, and it helps to shape a
better discussion.
13
5. Higher Levels of Thought. Encouraging students not just

to function at the lowest levels of cognitive functioning
(recall or recognition), but to encourage higher levels of
thought: application, analysis, synthesis, and evaluation
(as in Bloom's Taxonomy of Cognitive Objectives).
 For example, if a student posts that she likes a certain

theoretical model, you might ask her (online) how she
could apply that to a particular situation (e.g., “Sarah,
how might Maslow’s need theory apply to college
students?”) (Application).
 If a student posts a message that shows that he
misunderstands an idea, you might ask the class to help
analyze the idea (break it down to its component parts)
so that everyone understands it better (“What are
Machiavelli's main points in The Prince about good
leadership?”) (Analysis).
 If students are discussing ideas separately and not
seeing the similarities between them, you might
challenge them to come up with a way to incorporate
both ideas (e.g., “Folks, how can these two ideas about
decision making be pulled together into a single model
of decision making?”) (Synthesis).
 To help students understand how to judge the quality of
an argument or idea, you might ask them “Using the
criteria for credible and useful websites that I posted
last week, how would you evaluate the information
found on the 'We Never Walked on the Moon' web site
hosted by 'Citizens to Overthrow the Government'?”
(Evaluation).
6. Dialogue. Pointing the students toward dialogue with one
another. For example, you might read a message by Sue
that argues for stricter gun control laws and one by Jane for
fewer restrictions on guns. You could ask each person to
think through and hold a dialogue concerning their
underlying assumptions about the rights of citizens in a
democracy to own guns. In this way, you help individuals
examine their own and others' assumptions behind their
arguments. You also model good interpersonal discussion
skills online. As you provide examples of appropriate
14
behaviors online you will notice the students begin to

model those behaviors.
7. Course Feedback. Soliciting feedback fro students

halfway through the course. Ask them to send you private
messages regarding (a) what you should continue doing,
(b) what you need to do more of, and (c) what you should
not do. They will provide you with excellent insights to
improve your teaching online. You can also use the survey
tool available in many web-based course software products
to administer a mid-course feedback survey.
15
H OW OFT EN TO POST M ESSAG ES

In our experience with effective online instructors, 15-20% of
the postings in a course should be from the instructor.
Students want to know that they are “heard.” They also want
to “hear” from the instructor. The only way to be visible is to
post messages as we described above, making you an
important presence in the course. Merely allowing students to
post messages without facilitating in a thoughtful and focused
way is NOT teaching online. If you carefully shape the
discussion, ask thoughtful questions, and monitor the ongoing
dialogue, you should find:
 a high level of participation from all students, not just a few

(as is common in a live classroom);
 a high standard of critical thinking; the public nature of the
medium causes students to reflect and post deeper
comments than is possible in a live classroom where being
glib is often rewarded; and
 an enthusiastic and committed group of students who take
more responsibility for their learning.
16
PLANNING AND DEVELOPING YOUR

ONLINE COURSE
Now that you understand some of the strategies for

translating your face-to-face course to its online version, you
may ask yourself what to do next. Before you can proceed to
teach online, you will need to develop online course materials
and decide how you will organize your online course.
 COMPONENTS OF AN ONLINE COURSE
BlackBoard, an Internet-based application used to deliver

online courses (or any similar application such as WebCT or
eCollege), houses a plethora of features or tools that you can
use in your online course. In an earlier section, we explained
some of the tools that you can use in your online course (see
section “Know your available online features”). We will now
attempt to explain the online course in its entirety. What you
see below is what an online course looks like:
17
This online course features some of the tools available in

BlackBoard. The following section will briefly explain each tool
as we specifically designed it for our online course template:
18
 Start Here. Start Here is a brief introduction to the

features of the online course. It serves as a way of
familiarizing students with different features of their online
course and provides them with an introduction to online
learning.
 Announcements. The announcements area is where you

can post important reminders for students. The system
administrators may also post announcements (such as
planned outages).
 Faculty. This course area provides students with quick

access to your contact information.
 Syllabus. The course syllabus can consist of information

such course objectives, course description, but it can also
consist of mini-lectures used in the course or academic
integrity guidelines. In a later section, we will explain it in
depth.
 Class Calendar. Class Calendar is just what it says: a

calendar. It outlines all important dates and deadlines
throughout the course.
 Discussion Forums. Discussion Forums are the core of

the online course. Here, students can post their
introductions, answer the questions posted by the
instructor, dialogue with one another, work in small groups,
etc.
 Assignments. The Assignments feature of your online

course allows students to electronically submit any
assignments to you. You can specify the due date for
assignment completion, provide instructions, etc. Once you
grade the assignment, the grade will automatically be
transferred to the Grade Book feature (available in the
Course Tools section of your course).
 Quizzes. This course area allows you to post quizzes or

surveys. The grade received on a quiz will also show up in
the Grade Book feature of the course.
19
 Communications. The communications area houses

course roster, email, chat rooms, etc.
 Course Tools. In this area of the course, students can

check their grades, access a file exchange area, calendar,
and the like.
 Resource Center. This is a link to the School of

Leadership & Professional Advancement’s Student
Resource Center. This center is a useful resource as it
provides students with many writing resources such as how
to write a research paper, how to avoid grammatical
mistakes, how to use the MLA writing style, just to name a
few.
 Gumberg Library is a link to the electronic databases at

the Moore Library that students can access from their
home via the Internet.
 Technical Support enables students to contact trained

technicians at the help desk who can assist students with
various technical issues.
As you can see, most of these features have already been

developed for your use. The two things that you will have to
develop are a) Syllabus and b) Discussion Forums. Before we
can take you through the development process for both, it is
important to discuss the timeline for online course
development.
20
TIM EL IN E FOR ON L IN E COURSE DEVELO PM EN T

Unlike its face-to-face counterpart, an online course typically
involves a team of people working toward a common goal.
For example, once you develop your course materials, the IT
department (i.e. OIT) has to create a course “shell,”
multimedia technicians many need to convert your materials
to web pages and upload them to BlackBoard, coordinator of
distance education has to make TEQs and Technical Support
available for your course, etc. Furthermore, all of the course
materials for online courses have to be developed prior to the
course beginning. It usually takes about three months from
the time a faculty member starts working on course materials
to the time when the course is available to students. You
should use the following timeline as a general guide for online
course development:
 3 months prior to course beginning: you should go

through this manual and start developing strategies for
translating your face-to-face course to its online version.
 2 months prior to course beginning: you should start

developing your online course materials; and
 1 month prior to course beginning: you should upload

your materials to your online course
As you start the process of developing your online course

materials, you first have to think about the structure of the
virtual syllabus and the organization of discussion areas (or
forums). The following sections will take you through the
process of developing both the virtual syllabus and the
discussion areas.
21
 PLANNING AND DEVELOPING THE VIRTUAL

SYLLABUS
The Syllabus section of your online course is what its name

implies – the course syllabus. However, merely posting a
multiple page syllabus is not a very efficient use of the web-
based software. It is much easier for both instructor and
students to “chunk” the syllabus into separate sections, each
addressing one main topic. For example, you might organize
your syllabus in this way:
Introduction to the Course
Course Objectives
Textbooks
About Your Faculty
Learning Evaluation Methods
Assignments
Writing Guidelines
Due Dates
Online Discussion Guidelines
Each line is a hyperlink to that section of your virtual syllabus.

We will exhibit each section here and explain its most
important aspects.
22
IN TRODUC TION TO TH E COURSE Introduction to the Course

This section is merely a short Course Objectives
introduction to the main themes in the Textbooks

About Your Faculty
course. Some instructors place this
on their syllabus; others discuss it in
Assignments
class. In the online environment it is
Writing Guidelines
crucial to post all these explanations Due Dates
in written form because you won’t Online Discussion Guidelines
have the luxury of face-to-face
discussions. Be clear and concise in
your explanations online; it will save you and your students
from much confusion.
Here are two examples of course introductions:
Example 1: Introduction to the Course
Leadership is an increasingly important topic in contemporary

organizational and community life. In today's leaner
organizations, individuals are called upon to be both effective
leaders and followers in their professional roles. This course will
examine the issues, dilemmas, and challenges facing individuals
who exercise leadership, no matter their level in an organization.
This course will also help students to develop the skills

necessary for graduate-level study in leadership. These skills
include accessing and using information effectively, writing
clearly, reading to extract meaning, thinking critically, and
synthesizing information from a variety of sources. Students are
also encouraged to reflect upon their own leadership
experiences.
To meet the above overall goals of the course, classes will

consist of “e-lectures,” large and small group discussions of
outside readings, and online group activities designed to allow
students to apply and critique the course material.
It is becoming increasingly important that we all learn to work

effectively in both face-to-face and virtual groups. To that end
you will be assigned to a “cyber-team” consisting of
approximately four students. Your cyber-team will work together
over the entire semester on a group project. You should get to
23
know one another online, exchange contact information

including phone numbers, fax numbers, and email addresses,
and determine what skills each person in the group can lend to
the team effort. See Small Group Project for more details.
24
Example 2: Introduction to the Course
Almost at the very end of your academic journey through

Saturday College, you have learned how to “navigate” the
system. You probably know exactly how to approach a group
project, how to interact with a faculty member, or how to finagle
advisors to let you take a class without taking the prerequisites.
Likewise, through your professional endeavors, you’ve learned
how to act in the workplace, get a promotion, or earn a raise. It
took some time getting used to, but you’ve managed; otherwise
you wouldn’t have made it to your senior year and this capstone
seminar.
The Information Age

This online course is just another system to master. You may
ask yourself whether it is really necessary and whether you want
to spend the summer doing it. Most of you will be graduating
shortly, and I firmly believe that – as IT professionals – you need
to learn how to operate in the cyberspace. The World Wide Web,
video conferencing, pagers and PCs are just some of the
technologies that enable us to take advantage of the Information
Age. We have become accustomed to getting information
quickly. By the same token, we are expected to respond quickly
as well. Our boss expects it; our coworkers expect it; our
families expect it… Next week just doesn’t seem to be good
enough of a response. The “laid back” 60s are a thing of the
past, and the overwhelmingly busy 90s have engulfed us with
heavy workloads, a lack of spare time, and related stress. As an
IT professional myself, I think that we can overcome some of the
problems related to the Information Age by becoming expert
users of technology. Just imagine what your schedule would look
like if you felt uncomfortable using a computer? Imagine how
long it would take you to fulfill your job responsibilities if you
didn’t know how to use MS Word, Excel, or Access? You would
probably end up working some 100 hours a week (instead of
more modest 60)… Cyberspace is increasingly becoming a large
portion of our lives. As companies are looking for ways to cut
down on costs, deliver their products and services faster and
more efficiently, and improve customer satisfaction, the Internet
almost always seems to be the best solution. To prepare for
working efficiently in this new era, you have to master
cyberspace. This class will hopefully help you do to so.
When Technology fails...
25
An important thing to note is that -- as most of us have learned

the hard way -- technology can and does fail when we need it
most. However, don’t get hung up on the technology though.
Think about your objectives instead. If you are trying to submit
a paper and your ISP is down, fax the paper or (snail) mail it
instead. If you are trying to post to the discussion forum and
your computer starts misbehaving (to put it mildly), contact me
and we will figure out a way how to enable you to still continue
with your participation. Make sure you always communicate
your problems with me. If I don’t know about your problems, it
is virtually impossible for me to be forgiving when it comes to
deadlines and the like.
OK… enough with me talking and let’s move on with the class…
26
COURS E OBJE CTI VES Introduction to the Course

As with the introduction to the course, Course Objectives
you should clearly list the objectives Textbooks

About Your Faculty
of the course for the online students.
Here are two examples:
Assignments
Writing Guidelines
Due Dates
Example 1: Course Objectives Online Discussion Guidelines
At the conclusion of this course,

students will be able to:
 discuss the meaning of leadership as an evolving

concept;
 compare and contrast classical and contemporary
models of leadership;
 articulate a new paradigm of leadership that views the
development of effective followers as crucial to the
leadership equation;
 analyze the organizational context in which leaders
must function;
 assess their own leadership skills; and
 apply leadership knowledge and skills to specific
organizational challenges.
Example 2: Course Objectives
Upon the completion of the course, the student will be able

to:
 understand strategic application of information

technology;
 establish an organizational framework for technology
implementation;
 identify best practices in the use of information
technology;
 understand how existing and future technological
developments can be leveraged for competitive
advantage; and
 integrate prior knowledge of business functions into a
larger technology paradigm for an organization.
27
28
TEX TBOOKS Introduction to the Course

Most times you will tell your students Course Objectives
to procure their books from MBSDirect, Textbooks
About Your Faculty
the online version of the Barnes and
Noble bookstore on the Duquesne
Assignments
Campus. We can even provide a
Writing Guidelines
hyperlink to their site. Here is an Due Dates
example: Online Discussion Guidelines
Example: Textbooks
One text is required for the course and is available online

through MBSDirect:
Hickman, G. R. (1998). Leading organizations: Perspectives

for a new era. Thousand Oaks, CA: Sage.
This is a recently-released, edited text filled with articles that

discuss some of the very latest ideas in organizational
leadership. You will find it useful to retain this book to refer
to throughout the entire program.
ABO UT YOUR FACU LTY

Since your students won’t be meeting Course Objectives
you face-to-face, this is a good section Textbooks
to add so that they can get to know About Your Faculty

you. You should give your students
Assignments
information about your background
Writing Guidelines
and why you are teaching this course.
Due Dates
Here are two examples: Online Discussion Guidelines
Example 1: About Your Faculty
MARIE A. CINI, Ph.D.

Assistant Professor of Leadership Studies
Division of Continuing Education
204 Rockwell Hall, Duquesne University
29
Pittsburgh, PA 15282
Phone (412) 396-5839; Fax (412) 396-4711, E-Mail
[email protected]
Dr. Cini oversees the Organizational Leadership curriculum in

Duquesne University's Saturday College, an innovative
academic program designed for adult students who wish to
pursue a Bachelor's degree. As part of this curriculum, Dr.
Cini piloted the first course taught entirely online (using
conferencing software) at Duquesne University in the spring
of 1996 and continues to teach online. In addition, Dr. Cini
teaches leadership courses in the Master of Arts degree
program in Leadership and Liberal Studies, also offered in a
Saturday format at Duquesne.
Dr. Cini's current research interests focus on leadership

development in adults. She has also conducted research on
the psychological factors that draw individuals to groups and
organizations; on newcomers to groups; on faculty
perceptions of their experiences teaching in traditional and in
accelerated formats; and on student satisfaction and learning
in distance formats.
Her work has been published in Career Development

Quarterly, The Journal of Personality and Social Psychology,
The Journal of Public Management and Social Policy, The
Journal of Leadership Studies, and A Leadership Journal:
Women in
Leadership-Sharing the Vision. Dr. Cini has also developed
and delivered leadership development curricula as part of a
team to a variety of organizations including AT&T, the
Department of Housing and Urban Development, and the
Federal Reserve Bank.
Dr. Cini earned her Ph.D. in social psychology from the

University of Pittsburgh in 1994, with emphases in group
processes and research methodology. Her awards include
the 1993 Dissertation Research Award from the American
Psychological Association Science Directorate and the Sloan
Graduate Fellowship from the University of Pittsburgh. She
has also been elected to numerous honorary societies and
has received commendations for outstanding teaching.
Example 2: About Your Faculty
30
George H. Updegrove
George is an educator and consultant with 30 years of

experience. He has provided direct consultation services to
over 100 domestic and international organizations. George
earned his bachelor's and master's degrees in psychology
and sociology. He accomplished Air Force Institute of
Technology post-graduate behavioral study at the University
of Texas and Duke University. With expertise in leadership
and organizational development, his work has taken him to
23 nations.
George has created and delivered numerous leadership

development programs and has written articles for
professional journals and other publications. He designed
and implemented a highly acclaimed executive leadership
curriculum as faculty member, and Chief, Leadership and
Management Studies, at the prestigious Air War College for
senior U.S. and international military officers.
In 1985 he retired from the Air Force with the rank of colonel.
After retirement from the Air Force he was Vice President and
COO of American International Medical Systems in Mobile,
Alabama, before coming to Pittsburgh as a Senior Consultant
with Development Dimensions International. In 1996 he
decided to relinquish full time work. He has been teaching in
the Saturday College graduate and undergraduate programs
since 1994.
At Duquesne University, he is presently working as principal

consultant with the Division of Continuing Education, Center
for Leadership Development, serving business clients in the
greater Pittsburgh area.
L EARN IN G E VALUATION M ETH ODS Introduction to the Course

As in a face-to-face class, your Course Objectives
learning evaluation methods (i.e. Textbooks

About Your Faculty
grading criteria) should be very clear.
We have found that assigning at least
Assignments
a portion of the class grade to the Writing Guidelines
online discussion is a key part of Due Dates
motivating students to discuss Online Discussion Guidelines
frequently and with interest.
31
Here is an example posted by online faculty:
Example: Learning Evaluation Methods
Your grade will be based on these components:
1.Concept Integration Papers [TWO (2) of THREE (3) are

required. Each one is worth 15% for a total of 30% of your
course grade.] You will be asked to integrate your class
readings with your or others' leadership experience(s) in
these papers. Specific guidelines for these topics can be
found under “Concept Integration Papers.” Several
guidelines for writing any paper for me can be found under
“Guidelines for Writing Papers.”
2. Participation (40%) Participation means three major

things in an online course:
o Reading others' postings in the Discussion
Forum;
o Actively participating in the ongoing “class”
discussion in the Discussion Forum (you should
post at least twice a week);
o Actively participating in and contributing to your
small group project.
See “Online Discussion Guidelines” for further instructions.
3. Leader Interview (10%) Class members will select and

conduct an interview with a person they either know or have
heard or read about who, in their estimation, is an excellent
leader. I will post each interview summary so that we can all
read one another's summaries and benefit from this shared
learning. See “Instructions for Interview” for specific
instructions.
4. Small Group Project (20%) You will be assigned to a

cyber-group of about 4 people. Your group will work together
throughout the semester to design an organization using
ideas from the Hickman text. See “Small Group Project” for
specific details.
Your final grade will be determined by the following scale:
A 93-100
A- 90-92
32
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 70-76
D 60-69
F 59 and below
ASSIGN M EN TS Introduction to the Course

Course Objectives
The papers or projects you assign
Textbooks
should be sent to you as Word
About Your Faculty
attachments in your private email in Learning Evaluation Methods
the software package you are using. Assignments
We recommend that you provide clear Writing Guidelines
instructions about how to label their Due Dates
attachments so that you are not Online Discussion Guidelines
bombarded by a number of files
whose labels are not sufficiently
explanatory. When you have 15 papers to receive and grade,
correct labeling becomes very important so that you can find
them quickly. Here is an example:
Example: Assignments (Papers)
Please turn in TWO of the following three papers. You MAY

turn in all three-ONLY your top TWO grades will be used in
calculating your final grade.
Please send me your papers in the form of a Word

attachment to a private email message within WebCT. Please
name your files:
YourlastnameCIP#.doc.
Therefore, if I am sending you my second paper the file

would be called CiniCIP2.doc.
Paper #1 - Due October 9, 1999 at noon

In parts I and X of your text, the chapter authors all
discuss the changing environment of the 21st century
and the leadership necessary for the new millennium.
Choose an organization you are familiar with, and,
33
referring to the ideas in parts I and X, write a paper to

brief this organization's leadership on (a) the factors in
the external environment that will impact the
organization in the near future, and (b)
recommendations regarding how the leaders of the
organization can prepare to meet these external
challenges.
Paper #2 - Due October 30, 1999 at noon

Suppose that the CEO of your employing organization
comes to you to tap your expertise in leadership. She
wants you to start a “corporate university” that
focuses on leadership development throughout the
organization. Referring to ideas from Parts III, IV and
VIII in your book, develop for her (a) a definition of
leadership for your organization, and (b) a plan for the
leadership development program.
Paper #3 - Due November 13, 1999 at noon

Using ideas from Parts II, VI, and VII, describe and
discuss your employing organization (or another that
you are familiar with) in terms of its (a) structure and
design, and (b) culture. How does the current
structure and culture benefit the organization and its
constituents? How do they detract from its overall
effectiveness?
Just as in face to face classes, students can work in small

groups in the online classroom. Here is an example of how
one group project is designed:
Example: Assignments (Group Project)
Each of you will be assigned to a small group (team). Each

team will consist of approximately 4 people (depending on
the overall size of the class). If you click on the Forum button
in the Discussion Forum, you will be able to view the forums
to which you have access. In that list, you should see “Team
1,” “Team 2,” “Team 3,” or “Team 4.” That is your team for
the small group project. I will also post the members of each
team in a message in the “Ask the Instructor” forum in the
Discussion Forum for the class.
You should immediately get acquainted with your team

members. Feel free to adopt a team name of your choosing.
34
If you want, tell me the name and I'll change your forum title
to your team's name. When you post messages to your
team's forum, only you and your team members will see
those messages. As the instructor, I will see them, too.
However, the rest of the class won't see your team's
messages; they will only see the messages from their
respective teams.
Your mission is the following--
It is the year 2010. You and several trusted colleagues

decide to leave your present jobs and start your own
organization. Using ideas from the Hickman text, describe
your organization, starting with a vision, mission, and values.
What will your organization do? What is your leadership
philosophy? How will you hire and develop employees?
What other aspects of the book do you feel are crucial to
weave into your organizational plan? Be sure to discuss the
concept of social responsibility -- is it a concern for you in this
organization? If so, how will you build social responsibility
into your work? Describe your organization in a 5-7 page
paper (one 5-7 page paper for the team).
This project should be turned into me in the form of an email

attachment from ONE group member. The file should be
called “Yourteamnameproj.doc.” Therefore, if you tell me to
rename your team the “Stealers” you should send me a file
called Stealersproj.doc.
WRI TIN G GUIDEL IN ES Introduction to the Course

We have found that the more clear Course Objectives
and comprehensive the guidelines you Textbooks
provide for papers, the more students About Your Faculty

can concentrate on content and clear
Assignments
writing, rather than on guessing your
Writing Guidelines
expectations. Here is an example of Due Dates
the types of information you might Online Discussion Guidelines
choose to provide:
Example: Writing Guidelines
35
The following are just a few tips about writing good papers.
Please see the Online Writing Help Center and Help for Cini's
Assignments for more thorough information.
Your papers (and any written assignments) should be:

word-processed and
double-spaced,
with one-inch margins and
a 10 or 12-point font size.
Papers should be approximately:
5-7 pages long in order for you to develop your ideas

adequately (unless I specify a different page length in my
instructions).
Your papers should have: a) an introduction, b) paragraphs

that develop and support your ideas, and c) a
conclusion that summarizes the paper.
Your papers should have a logical flow, with smooth

transitions between ideas. They should also be free from
grammatical, punctuation, and spelling errors.
Please adhere to MLA style (in-text citation of ideas) and

include a Works Cited page at the end.
Your papers will be graded according to these criteria. I have

listed these criteria under Learning Evaluation Methods.
DUE DATES
Even though you will post important Course Objectives
dates in the class calendar, some Textbooks
students are used to having dates About Your Faculty

listed on the syllabus. It is a good idea
Assignments
to list important dates in both places
Writing Guidelines
so that students are likely to find the Due Dates
dates in one or the other location: Online Discussion Guidelines
36
Example: Due Dates
These assignments and their due dates are also listed on

your Course Calendar.
PLEASE NOTE: ALL ASSIGNMENTS ARE DUE ON THE DATES

LISTED. LATE ASSIGNMENTS WILL BE DOWNGRADED ONE-
HALF GRADE FOR EACH DAY (INCLUDING SUNDAYS AND
HOLIDAYS) THAT THEY ARE OVERDUE. THIS POLICY IS IN
PLACE IN ORDER TO BE FAIR TO STUDENTS WHO DO HAND IN
THEIR WORK ON TIME.
Sept. 11-Sept. 17 Post introductions in

“Introductions” forum
Sept. 19-Sept. 24 Discuss Section I from
Hickman online
Sept. 25-Oct. 1 Discuss Section X from
Hickman online
Oct. 2-Oct. 8 Discuss Section III from
Hickman online
Oct. 9 at noon Concept Integration Paper
#1 due
Oct. 9-Oct. 15 Discuss Section IV from
Hickman online
Oct. 16-Oct. 22 Discuss Section VIII from
Hickman online
Oct. 23-Oct. 29 Discuss Section II from
Hickman online
Oct. 30 at noon Concept Integration Paper
#2 due
Oct. 30-Nov. 5 Discuss Section VI from
Hickman online
Nov. 6-Nov. 12 Discuss Section VII from
Hickman online
Nov. 13 at noon Concept Integration Paper
#3 due
Nov. 13-Nov. 19 Discuss Section V from Hickman
online
Nov. 20 at noon Leader Interview Summary
due
Nov. 20-Nov. 27 No Online Discussion-Happy
Thanksgiving!!!
Nov. 28-Dec. 3 Read and comment on Leader
Interviews
37
Dec. 4-Dec. 11 Discuss Section IX from

Hickman online AND PLEASE
COMPLETE TEQ (course evaluation)
online
Dec. 11 at noon Group Project due
ON L IN E DISCUSSION GUIDEL IN ES Introduction to the Course

Students new to the online Course Objectives
environment have no clue what to Textbooks

About Your Faculty
“say” online. We have found it helpful
to provide them models. Here are two
Assignments
examples. Feel free to develop your Writing Guidelines
own examples: Due Dates
Online Discussion Guidelines
Example 1: Online Discussion

Guidelines
One of the areas that is a struggle for some students new to

the online environment is what to actually say in their
discussions. So I'm providing some pointers here.
Although small talk (e.g., weather, sports) is sometimes

useful, it should not be the content of your messages in the
discussion area. “How 'bout them Steelers” won't count for a
lot in your participation grade! :-)
Your comments should address the week's reading. This can

include a) agreeing or disagreeing, b) relating examples from
your own experience that are relevant,
c) asking questions about the material for clarification, d)
asking others if they have similar experiences or examples,
and the like.
Always let us know what particular material in the book you

are referring to--give us page numbers, but be sure to quote,
paraphrase or summarize--so we don't have to go back and
read the exact part of the text. Support your opinions and
ideas with examples, experiences, other readings, or the
book's material.
When drafting your online discussion postings, concentrate

on the content and logic of your response. I am not
38
concerned about the occasional typo or misplaced comma. I

have found it useful to compose longer postings in a word
processor (such as MS Word) which enables you to spell and
grammar check your posting. Then, you can “cut” and
“paste” the posting into BlackBoard.
To make this even clearer, I've included some examples of

good postings that follow these criteria
Example 1
I believe that our environment in general has dramatically
changed with the development of technology. Technology is
propelling a tremendous amount of change outside of
organizations as well. While Hickman supports her
implications for change concerning the
business/organization environment, I don't believe that she
provides adequate proof that society has never before
experienced such a quantity and quality of change in
leadership.
The model outlined of 21st Century Leadership (page 7) has

not developed solely due to computer technology. The
leadership model is one that has been developing and
evolving since the Industrial Revolution. As workers became
more knowledgeable, leaders were forced to move from a
more classical style of organization and adopt a more
human resources approach. While technology may have
played a part in this transition, I have to think that it was
primarily a result of improved educational opportunities for
the middle and lower classes. The common folk acquired
more rights and just got smarter.
I don't believe that Hickman supports any implication that

our society has never before experienced such dramatic
changes in leadership. This may be so for myself as an
individual but certainly not for society. If we look back in
history, we can find many examples of events that served as
a major proponent for ynamic change (quantity and quality).
FDR's decision to enter WWII served as a major catalyst for
enormous change in our society, including leadership in
business. Women left their homes to work, in fact, some
never returned in the same inept capacity. African-
Americans finally were able to serve side-by-side with whites
in the military, Eleanor Roosevelt fought for women's rights
during this period, and conglomerates such as Alcoa were
forced to relinquish their position and open up markets to
other ventures. The war also prompted the development of
new technologies, and enhanced production and
communication methods.
39
Example 2
I completely agree with Hickman’s assumption that “the
environment of leadership is changing quickly and
dramatically”. Never have leaders and managers been
faced with such a myriad of obstacles like changing work
environments and diverse workforces as they are right now.
Leaders must balance the needs of the organization with the
desires of the workforce and that balancing act often leaves
the leader stretched too thin. As Hickman writes, “this
environment requires leadership that continuously assesses
the external environment for the purpose of identifying or
creating opportunities and lessening potential threats to the
organization”. As Mr. Spock stated in a popular Star Trek
movie, “The needs of the many outweigh the needs of the
few, or the one.” The point being that good leadership often
results in sacrificing ones’ goals, preconceptions, and ideas
in order to further the organization. Bennis and Nanus put it
succinctly when they wrote, “Leadership in the twenty-first
century is not a job for wimps, but then, it never was.”
One important aspect of change that leaders are faced with

includes the shrinkage if not the removal of middle
management. In previous eras leaders were insulated from
the daily workforce and the resulting issues by middle
managers. However, in today’s changing business
environment leaders are being forced to confront issues
head on and to incorporate the ideas, needs, desires, and
talents of the general workforce. As Bennis and Nanus
state, “decisions are shaped far less by leadership authority
than by collaboration, shared values, and mutual respect”.
What do others think?
Example 2: Online Discussion Guidelines
Most of you probably wonder how your online discussion (or

participation) will be graded. As you already know, you are
required to log into the course at least four (4) times a week
and contribute to the ongoing discussion. Just like in a
regular classroom, each one of your comments will be
graded. For example, when you raise your hand in the
classroom and voice your opinion of a certain matter, your
instructor makes a metal note about the quality of your
response and takes it into consideration when determining
the participation portion of your grade. By the same token,
you will be graded for each bulletin board posting. DON’T
40
PANIC!!! This system really isn’t designed to lower your final

grade. Here’s how it will work:
Each week you will have 4 postings;

Each posting will be worth up to 3 points;
There are seven weeks during which you will participate in
the ongoing discussions, yet you will be graded only for five
(out of seven) weeks (this should give all of us an opportunity
to get more comfortable in this environment).
For example, let’s imagine that each week you accumulate

only 8 points. That’s an average of 2 out of 3 points possible
on each discussion posting (You MUST post four times a
week). During the course of the term, you will accumulate
56 (8x7) points out of 60 total points (12x5), thus still earning
93.33% of your participation grade. Likewise, if you get stuck
working long hours during one week and don’t have a lot of
time to devote to the class, you can still make up for it.
Most of you will find that you will post more frequently than
four times a week. Some students in online courses post as
many as 20 messages each week. While I strongly
encourage discussion, I will take into consideration only 4
best postings during each week. So, let’s say you post 10
times during week 2. I will only take into consideration your
4 best posting for the purposes of the calculation of the final
grade.
The TA will be grading your postings and will occasionally

send you an email keeping you up to date on your progress.
Each posting can be worth up to 3 points. Here’s how points
work:
0 points
Hello:
I disagree with the statement that people don’t share
information. This is company specific. Does anyone
else disagree?
(Comment: no content, no critical thinking, and no
significant contribution to the discussion)
1 point
Hi folks:
I agree with the statement that people don’t volunteer
information. We implemented this new system in my
company and people are reluctant to use it because of
41
internal competition between functional departments.

It doesn’t make too much sense since we are all
working toward a common goal and it’s driving the
senior management crazy. They formed a team to
deal with this information.
(Comment: this posting uses information from the
case study but doesn’t offer evidence of critical
thinking in synthesizing the information from the case
study with the real life situation).
2 points
Davenport argues that “managers prefer to get
information from people rather than computers” (122).
His argument is founded on the assumption that
humans can add context and interpret information that
managers receive. I have found, however, that my
manager prefers to get information from me AND from
the computer. While occasionally he asks me to
interpret my reports, he really appreciates the fact
that all of my reports are readily available online so
that he can view them at any time. I only add context
and interpret those reports once every month (or more
frequently if the information in the report looks odd). I
think that the medium for report delivery, therefore,
cannot be generalized by a single statement but
depends greatly on the manager’s preferences and
report structure.
(Comment: This posting uses the case study material
to challenge some common assumptions. It provides
evidence of critical thinking and applies the IT theory
to the workplace.)
3 points
This case study states that “managers prefer to get
inofrmation from people rather than computers”
(Davenport, 122). The reasoning behind this
statement is the assumption that humans can add
value to a report by adding context and interpreting it.
For example, Giant Eagle’s district manager might not
immediately understand why the sale of beef is
significantly down only in one store in the district. The
store manager might find it necessary to explain it to
the district manager as the customers’ reaction to the
recent E. colli outbreak in the local nursing home.
However, I find that my manager prefers to get the
information from me and from the computer. He is a
devoted manager who works late and appreciates the
42
option of having all reports readily available online. He

only asks me to interpret those reports occasionally
(about once a month) or when the information in the
report looks odd. Thus, while I can provide context to
those reports, the computer can provide convenience.
It may be, howver, that the preference for a certain
delivery medium is manager specific. Does anyone
report to a manager who doesn’t want to get computer
reports despite the convenience computers can
provide?
(Comment: this posting synthesizes the case study
material, explains it, and applies it to a real life
situation. It shows evidence of critical thinking and
facilitates further discussion of the issue. It shows
good writing skills despite a few typos.)
This completes the virtual syllabus development. Many faculty

have found it useful to “borrow” from the examples listed
above. Some have also found it useful to rename, reorganize,
or even add new sections to the virtual syllabus depicted in
this section. Again, the examples provided are not meant to
be prescriptive but to merely guide you in the development of
your online class syllabus.
43
 PLANNING THE DISCUSSION AREAS
Aside from developing the Virtual Syllabus, you will also need
to define the discussion areas prior to the beginning of the
class. Think of discussion areas, or forums, as different rooms
in a building on campus. You might have one room designed
to serve as a classroom, another room to be your office,
several rooms allocated to students to work in teams, etc.
While this scenario would be difficult to implement on campus
(due to a shortage of space), it is possible to implement it in
the “virtual” classroom.
H OW DO I ORGAN IZ E TH E ONL IN E DIS CUSSION ?

You can define separate discussion areas for all of your online
activities. For example, you can have one discussion area
designated for student introductions; one designated for
important announcements; one designated for student
questions to you; one designated for a topic, week, or any
other class component; etc.
We have found that the inclusion of the following discussion

areas in your online course can make the online discussion
more organized and easier for students (and you) to navigate
through.
 Introductions - use this discussion area to post your

introduction, but also ask students to post their
introductions in this area;
 Ask Your Professor - instruct your students to use this
discussion area to post their questions to you; since these
questions are posted in a “public” discussion area, all
students can benefit from your answers (unlike with
private mail which should be used for “confidential”
questions and answers);
 Important Announcements - reserve this discussion
area for important announcements, such as deadlines,
additional instructions, and the like;
 Week 1 … Week 15 - you might want to organize the
online discussions into different areas by weeks, specific
dates (e.g. 09/01/99 - 09/07/99), or topics (Machiavelli's
44
Prince, Plato's Republic, etc.). These separate areas will

make the discussion more manageable;
 Team 1, Team 2… - you can also allocate separate
discussion areas for each small group of students where
only the members of the group can meet and work on
group projects; and
 Student Union or Cyber Café – you can provide
students with a discussion area (that the instructor does
not have access to) where they can post birthday
announcements, seek help from their peers, and the like;
this fosters the sense of community online.
TEACHING ONLINE
As you can see, a good online course requires a great deal of

pre-planning. To this point, you have developed course
materials and planned your discussion forums (the virtual
syllabus and the discussion areas). However, you still need to
think about how to actually “teach” online. In this section, we
will outline some strategies that can assist you with
facilitating online learning.
 ONE WEEK BEFORE THE CLASS STARTS
POST A GEN ERAL “ WEL COM E” M ESSAGE IN TH E

DISC USSION FORUM ARE A
Generally, your students will receive their login identifiers and
passwords for your online course about one week prior to the
class start. Before students start logging into the course,
make sure you post a message in the discussion forum area,
which a) introduces you more informally than the virtual
syllabus, and b) welcomes them to the course.
Example: Welcome Message
Hi folks:
Welcome to the introduction to the graduate study of

leadership for fall 1999. I am really excited about welcoming
you to this online program. I've been teaching online since
45
1996, and I think that as you become more adept at this

mode of learning you will join me in agreeing that it can be a
very powerful way to learn.
Since this is an introduction, I'll tell you more about me. I

grew up in Hershey, PA. I have to add that since everyone
thinks it's great to come from a town that smells like
chocolate. And, no, I'm not sick of the stuff...I still love
chocolate...I guess it's in my bloodstream.
I earned my Ph.D. in social psychology in 1994 from the

University of Pittsburgh, focusing on groups and
organizations. I've taught since 1986, and have been at
Duquesne teaching leadership and related topics since 1994.
I have experience in marketing research, administration,
health care research, and counseling. I love to teach
because it gives me a great excuse to keep learning. I'm
looking forward to getting to know each of you and to
introducing you to the MLLS online. Don't hesitate to ask me
for or about anything. I want you to get comfortable and
jump into the learning experience.
Best regards, Marie
AS K STUDEN TS TO IN TRODU CE TH EM SELV ES

We have found that an assignment which asks students to
post a paragraph or two about themselves works great in the
online environment (you could ask them to state their name,
where they work, what they do, what their interests are, what
they expect from the course, etc.). This assignment serves
several purposes: a) students get to know each other, b) it
“breaks the ice,” c) students learn how to use some of the
features of WebCT prior to the course beginning, and d)
students have enough time to contact technical support
before the course starts should they experience any technical
difficulties.
Example: A “public” message asking students to post

their introductions
Folks:
46
All assignments are listed in the “Assignments” section of

your online course. Make sure you go over the assignments
promptly since the first assignment is due no later than June
1, 1999. This first assignment involves logging into your
course and posting a one-paragraph introduction of yourself
in the discussion forum.
Boris
WEL COM E STUDEN TS IN DIVIDUAL LY

As students post their introductions, send them a private mail
message within WebCT welcoming them to your class.
Remember that for most of them, this is the first time they are
taking an online class and they can experience high levels of
anxiety. It will also provide an opportunity for them to
respond to you privately with any comments or questions they
might have.
Example: A private “welcome” message
Hi:
I just want to send you a private message welcoming you to
the course. Feel free to use the private email function to ask
me questions or discuss items you'd rather not bring up in
the discussion forum.
Marie
 T H E F IR S T “ DAY” OF CLASS
AN N OUN CE CL ASS BE GIN N IN G

Because students are not required to “physically” show up in
class (which marks the class beginning), some of them might
feel confused as to what to do after they post their
introduction. To alleviate any confusion, post a message in
the bulletin board that announces the official start of the class
and outlines the plan of action for the next week or so.
Example: Class beginning announcement
47
Most of you are probably asking yourselves as to where we

go from now… We will follow the regular case study schedule
(as outlined in the calendar). The first analysis of a case
study (Saving IT’s Soul) will be done by me and posted by
Monday. You can refer to your virtual syllabus to find out the
deadlines for your postings.
Unfortunately, this 2-week break from classes is over and we

have to start working. Enjoy the rest of the weekend and
make sure you read the case study by Monday. As always, if
you experience any problems with your schedule and can’t
log in (or if technical difficulties prevent you from doing so),
please let me know immediately.
“See” you online!
Boris
48
M ODEL ON L IN E BEH AVIORS

It is important to “model” effective online behaviors for
students to follow. While most students know exactly what do
to in the traditional classroom, they still don’t know what to do
online. Therefore, if students are required to read the course
textbook and summarize a chapter of it, you might consider
“modeling” this behavior by summarizing the first chapter
yourself. This will provide a framework for students to use as
the basis of their assignments.
Example: Chapter summary posted by the

instructor
Saving IT's Soul: Human-Centered Information Management
In “Saving IT's Soul” (1994), Davenport argues that the

purpose of delivering information to employees within an
organization is often overlooked in lieu of developing
sophisticated computer systems that promise, yet fail to
deliver increased productivity and efficiency.
While developing an IT system, companies often make

incorrect assumptions because they fail to realize that: a)
information evolves in many directions, taking many
meanings, b) people don't share information easily, and c)
changing an IT system won't change a company's
information culture. Thus, companies often try to enforce
simplified versions of information in an attempt to make it
uniform without realizing that this lowest common
denominator often fails to deliver. For example, one
department's definition of a “customer” may differ from
another department's definition. When simplifying the
definition to meet everyone's needs, the company risks
losing valuable information.
Furthermore, that fact that managers get two-thirds of their

information from face-to-face and telephone conversations is
also often overlooked. This would imply that complex,
sophisticated, and rather expensive IT systems fail to deliver
what they are supposed to: information used in decision
making processes. One could argue that managers need
49
context, which is often difficult to obtain from a computer.

Another reason for this could be because of information
overflow: we tend to get bombarded with information so we
learn to ignore it. However, Davenport argues that there isn't
necessarily too much information. This overflow is merely a
result of worthless information (such as birthday
announcements, retirement plans information, etc.) that we
are exposed to on a daily basis. The right information, which
can help us in performing our job duties, is often lost among
numerous pieces of worthless information.
Companies also waste resources in trying to locate that

“right” information amidst endless collections of internal and
external documents. Some companies tried to deal with this
problem by introducing GroupWare (such as Lotus Notes),
information maps, or information guides. While all three
approaches have as an objective easier access to
information, a company can't forget that employee training is
of crucial importance. Employees who don't know how to use
systems to access information cannot perform their job
responsibilities effectively. Furthermore, some companies
have realized that the true value of accessing information
comes from accessing people who created it (who can
provide context).
Rather than blaming technology for failing to deliver,

Davenport argues that we must remember that even the
most sophisticated IT system cannot necessarily control
information due to its very nature of being ever expanding
and unpredictable. It's not the computer who manages the
information, it's the people who use it (or don't).
POSE DISCUSSION QUESTION S

We have found that to facilitate learning in the online
environment, it is crucial to engage students in an
asynchronous discussion. Through this discussion, students
can enhance their critical thinking skills by learning how to
apply, analyze, synthesize, and evaluate information (as in
Bloom's Taxonomy of Cognitive Goals).
Post discussion questions in the discussion forum area. It is

generally a good idea to keep the number of questions
relatively low - e.g., one or two per week. Furthermore,
students (and faculty) find it easier to “navigate” through the
50
discussion if you post different discussion questions as

separate messages in the discussion forum area.
Example: Discussion Questions
Folks:
In Section One, Hickman features articles that support her

contention that the environment of leadership is changing
quickly and dramatically. In fact, the implication is that never
before have we experienced such a quality and quantity of
change.
Do you agree with that assumption? Why or why not?

Please support your assertions with information from section
I, information from outside sources, or your experiences.
Marie
51
 FIRST WEEK OF CLASS
FAC IL ITATE ON L IN E DISCUSSION FREQU EN TLY

Most students in online classes do not know exactly what to
do when they first experience the online learning
environment. Your frequent facilitation of the online
discussion is necessary to set the right tone for the rest of the
class.
Engage students in discussion by:

 providing formative feedback on their postings,
 asking them to apply, analyze, synthesize, and
evaluate information,
 summarizing the postings of several students and
posing further discussion questions, and
 providing students with additional resources pertaining
to the discussion (such as web sites, journal references,
books, etc.).
Your postings should be frequent so that students know that
you are “there” to help them cope with the course. Typically,
you should post after every five to six student postings. Here
are some faculty postings from actual online courses:
Example 1: Faculty posting
Ted:
That was an interesting comment. It seems that for you,

leadership is increasingly important because of the
accelerating rate of change. What kinds of leaders should we
have? Should they relate to us differently than before?
Marie
52
Jim and John: You both posted solid responses to my

questions. I have another question though: do you think that
IT systems partially fail to deliver because “computer geeks”
fail to communicate with users? For example, if I was
building a database for PPG, I might assume that the word
“color” (and all of the representations thereof) are uniform
throughout the organization... I might fail to assign an RGB
(red-green-blue; remember HTML?) code to the color and
hence further define it... After all, if we store color in the
database, then we need a text field. If we want to store its
code as well, then there is one more field to create and a lot
more memory to waste...
Boris
Jane: you support Hickman's point in this first section...things

are very different now than they have ever been... Fred
would say (from his earlier posting) that it's premature to say
that.
What does the rest of the class think?
A note here. I will never answer the question I posed...I WILL

challenge you to think and respond...I believe that education
is about adopting a viewpoint based on sound logic and
support. Two viewpoints might be equally sound...and so we
have a dialogue...
Marie
SYN TH ESIZ E CL ASS DISC USSION

We have also found it useful to synthesize the week's
discussion in a summary such as this one:
Example: Summary of week’s postings
Dear all:
53
It is time to wrap up this case study and move onto the next
one. However, I have a few closing comments: It seems that
this particular case study stirred up a lot of emotions. Being
IT savvy, it is often difficult for us to understand the other
side of the coin: the non-technical end-user. However, in
order to implement a successful IT system, we must keep in
mind that an IT system does not only consist of the
technology used in building it. It also consists of users who
will be using it (or will refuse to use it). Therefore, to
implement a good IT system, we must think of technology
and end-users. The case study emphasizes the fact that we
must question our assumptions (such as: if we build it, they
will use it) and approach the implementation of IT with the
end-user in mind. We must consider how this new IT system
will affect the company's communication culture. We also
must be considerate to the needs and concerns of the end
user.
As a class, we did a survey of end users and found out that

some of their issues are as follows:
 Bad experiences with technology glitches: unable to
recover files, computer freezes, and the computer doesn't
always do what it is supposed to do.
 Lack of training: there is no time to receive training;
training received was poor and intimidating; training is
not available;
 Unreliable help: when help is available, it is not
understandable; help is not available or is not available
when you need it most;
 Feature Overkill: too many features make software too
complex and too difficult to master;
 Learning curve: it takes too long to become comfortable
and learn how to use well;
 Fast Changing Environment: technology changes too fast
so there is a feeling that you can never keep up with it.
 Information Overload: too much, in too little time;
 The Big Brother Syndrome: A feeling that everything you
do on a computer gets recorded and monitored by a third
party.
 Attitude Issues: a feeling that only secretarial personnel
should be typing and that typing one's own letters is
beneath them;
 Job Security: a feeling that computers will replace people;
All of these concerns are real and can be easily justified.

While we might disagree with some of the concerns, our task
54
in NOT to be judgmental, but rather to try to figure out how

to overcome these concerns. For example, when it comes to
job security, we may ask senior management to formally
disband such concerns. When it comes to too many features,
we may decide to build a system in stages: adding features
as time goes by. And so on. I introduced this case study first
because I firmly believe that these are some of the issues
that should be in the back of our minds constantly. So,
please keep every thing that we discussed so far in mind
when approaching other case studies. Also, remember to
build this model into your group project.
Boris
55
 THROUGHOUT YOUR ONLINE COURSE
PROVIDE CON TIN UOUS FORM ATI VE FEEDB AC K

Online students can sometimes feel lost in the online
environment. For many of them, your class will probably be
the first educational experience online. To help them become
better online learners, make sure you provide formative
feedback on their progress. Private mail is particularly useful
for this. The following messages were sent to students via
private mail or email.
Example 1: Feedback via private mail or email
Sally:
I'm glad you got up to speed so quickly. Your second response

was right on target. You referred to the book, drew on your
own experience, wrote clearly and concisely, and exhibited
critical thinking.
Keep up the good work.
Marie
Example 2: Feedback via private mail or email
John: I am concerned about your progress. Your last posting

was almost 10 days ago... What is happening? Please let me
know if there is anything I can do. Thanks. Boris
56
AN N OUN CE UP COM IN G DEADL IN ES

Although you may have all deadlines listed in the calendar
section of your online course, perhaps even in the virtual
syllabus, you shouldn't assume that students will remember
when something is due. Just like in a regular classroom, it is a
good idea to “announce” upcoming deadlines and ask
students if they need further clarification of the assignment.
Example: Deadline announcement
Folks:
Just a reminder that your first paper is due at my computer

by noon on Sat. the 13th.
PLEASE look over the guidelines and criteria for papers as

you write your paper. I am certainly willing to review early
drafts.
ALWAYS explain and discuss concepts that you use from the
Schein book in your paper--don't assume the reader knows
what they mean. You are also showing your mastery of this
material.
Questions? Please try to post them to the public discussion

area so we can all benefit.
Thanks.
Marie
57
 AT THE END OF YOUR ONLINE COURSE
AS K STUDEN TS TO FIL L OUT TEQS

Although Duquesne University, in compliance with the
decision of the Provost, does not take into consideration the
Teacher Effectiveness Questionnaires (TEQs) of online courses
for the first two years of a faculty's online teaching in
consideration of tenure or promotion, we still administer the
online version of TEQs to assist you in improving your online
teaching methods. TEQs in online classes, unlike in the
traditional classes, can be accessed at any time during the
last week of the course. Just like with regular TEQs, students
can only fill them out once.
Toward the end of your online course, you should remind your
students to fill out the online TEQ form.
Example: TEQ reminder
Hi folks:
We have developed a method for you to fill out TEQs

(Duquesne's version of teaching evaluations) online.
However, we will be asking for a bit more feedback than
typical TEQs do, since this is such a new format. So please
mark your calendars for March 14-20. These are the ONLY
days you will be able to access the TEQs. I will NOT be able
to see the results until after your grades are in. Also, given
the way the system is designed, you cannot get your grade
UNTIL YOU COMPLETE THE TEQ.
Thanks!
Marie
58
AS K STUDEN TS TO “ WRAP UP ” TH E DISC USSION

A few days before the official end of your online course, ask
students to “wrap up” the discussion and submit any
assignments due (or past due). You may also want to provide
them with information about when they can expect their final
grades, when their access privileges to your online course will
be suspended, etc.
Example: “Wrap up” message
Folks:
Almost at the end of our online class, I just wanted to remind

you about the deadline for the final project. It is due no later
than Saturday, July 24, 1999 at noon. All past due projects
will be penalized with a 10 point deduction. Also, please
don't forget to fill out TEQs if you haven't already done so.
On Monday (July 26) your course logins will be suspended.
Your final grades will be turned in on the following
Wednesday.
We should use these last couple of days to wrap up the

discussion.
Boris
AN N OUN CE TH E EN D OF TH E CL ASS
At the very end of your online class, post a message in the
discussion forum area announcing the end of the class. You
may also want to provide students with a mechanism for
submitting any past due assignments (such as your regular
email) or with information how to contact you should they
have any questions about their final grades.
Example: Class ending announcement
Dear all:
59
I guess we have come to the end of this class. I hope you

enjoyed it as much as I have. I know it was frustrating at first
getting used to this new environment (for me as well) but I
truly believe that we would never achieve this level of
discussion in a regular classroom.
Originally, I wanted to post all of your projects in the

Presentation area of WebCT. However, I realized that most of
the projects exceed reasonable download times by far (I
don’t think anyone would want to download a 3 MB
PowerPoint presentation) so I had to give up on that idea. I
am planning though to burn a few CDs with all of the projects
and make them available in the Saturday College office (I still
have your regular email and will let you know; probably some
time next week).
It was a pleasure to have all of you in class and I wish you all
the best in life (and for those of you who are not graduating
yet – in future classes). If you are graduating, I will see you
at graduation!
Take care,
Boris
60
S U M M A RY
This booklet has taken you, the future online instructor,

through three phases of translating a college-level course
from your face-to-face to an online version: 1. pre-planning,
2. planning and developing the course, and, finally, 3.
teaching online. When undertaking this process for the first
time, you may feel a mixture of many emotions including
anxiety, enthusiasm, trepidation, and excitement, among
others. We felt the same way at first, but have discovered a
renewed excitement and enthusiasm for teaching as we
moved to the online environment.
How do you get started? Like the Nike ad says, “Just do it.”
Use this booklet to help you put your course online, open it up
to students, and jump in. You will discover a teaching
environment that is interactive, flexible, and far more
“human” than you ever imagined. We wish you great success,
and we hope you will contact us if you have any questions
about teaching online. We’d love to talk with you and share
what we’ve learned.
Also, as we continue to improve this manual, we welcome

your suggestions, ideas, and examples. We will add them as
we try to make this manual as inclusive as we can.
61
APPENDIX A : CRITICAL SUCCESS

FA C T O R S
This section of the faculty guidelines for online teaching

contains excerpts from our collection of over 1,600 student
TEQ submissions. Through this information, we tried to
present you with the student view of online learning. Through
their comments, students expressed their opinions about
those aspects of online teaching they found most effective
and those aspects of online teaching that—in their opinion—
could be improved.
 ASPECTS OF ONLINE TEACHING STUDENTS

FOUND MOST EFFECTIVE
The following are some of the (unedited) comments provided

by students who perceived their instructor as an excellent
online teacher (i.e. they awarded the instructor “strongly
agree” on the TEQ question “Overall, the instructor is an
excellent teacher”).
 This course allowed us to focus on learning at our pace,

while being able to utilize the time and skills of our
classmates. The instructor allowed us to post during our
required times and responded immediately and in-depth. He
really made me think.
 Steering group discussion an integrating the reading
assignments into everyday practical applications. The
instructor also summarized and explained each weeks
reading assignment, which helped the student to
understand the most important concepts.
 The interaction and comments which were provided as
feedback. I appreciate the promptness of responses and the
enlightened responses from the professor as well as the TA.
 The instructor did not lead the discussion but guided it.
 The most important aspects of this instructor’s teaching was
her patience and also her love for the subject that she was
teaching. This was prevalent in her communication within
the discussion forum. She made the subject very interesting
and always peaked curiosity.
 "Mini-lectures" were very helpful
 He provided questions that caused me to see both sides an
issue. This is a very difficult task, especially when dealing
matters of law and helped me to bring into focus a better
understanding of justice.
62
 Application of current events in the discussion forum clearly

brought alive the social aspects of textual material.
 The instructor proposed excellent questions to start each
week’s postings. This prompted very interesting discussions
surrounding the text and real life scenarios. The instructor
responded very considerately and in a thought provoking
way to the students’ postings. The instructor’s questions
and responses help to spur additional conversations during
each weeks discussions. The instructor was also well
prepared and very knowledgeable on the subject matter
being taught. I thought that the instructor did a very nice
job in bringing this subject matter to life and keeping it
interesting.
 The timely responses to questions posed.
 I think the instructor does an excellent job of bringing out
the more subtle aspects of the subject and pointing out
erroneous conclusions made by students in a positive way.
The instructor is very knowledgeable and passionate about
what she is teaching and thinks it is important for us to
know.
 VERY thorough in her responses to our postings.
 The most effective part of the instructors teaching was his
feedback. The instructor gave great feedback which helped
to promote critical thinking. I think he did a great job.
 His ability to discern or separate facts and issues.
 He was involved with the discussions. He made sure
everyone remained focused.
 She provided real life cases which are relevant to our
business life.
 The reading materials used were provocative and relevant
to deeper thinking on leadership issues. The thought
provoking concepts were challenging to routine and
accepted patterns.
 He came up with very challenging questions that really
made you think and analyze content. I learned a ton from
this class. He also answers questions extremely quickly.
 Online interaction with the class. Evident, SINCERE interest
in the class and the students.
 Total involvement. Joy of teaching. Mastery.
 Relating real world scenarios to text books theories
 This course was very well organized.
 Facilitation of this class was very effective. The instructor
allowed students to freely discuss issues and would "jump
in" to clarify areas where the discussion was getting off
track. Many times the instructor posed probing questions in
order to uncover key information. Very Well Done!
 Knowledge of the subject matter. 2. Open-minded and
objective in scrutinizing student work. 3. Permitting the
discussions to proceed with only constructive criticism.
63
 Whenever he is discussing IT and the online environment, a

student knows that he is very passionate about his beliefs.
In turn, his beliefs definitely affect the atmosphere of the
online environment in a positive manner. His fascination
with IT is contagious, which means that a student is more
than willing to “go the extra mile” to learn as much as
possible about the subject. His methods of teaching are
conducive for learning, and he is personable.
 What else can one say about the faculty member as a
person and instructor? She is inspiring, knowledge,
charismatic, and student oriented. Therefore, her methods
of teaching are the best. It is my belief that any student who
takes her class will quickly see her conviction to the topic of
Effective Leadership. In turn, as a student of her teachings, I
have become the teacher of my employees.
 The class format was well thought out. The documentation
provided to understand how to navigate is excellent. This
online class restored my faith in online learning. A previous
experience with an online course from another college left
me a little wary about trying another online course. I am
glad I decided to take this class online.
 Feedback - this certainly helped to keep you focused on your
responsiveness. He continually gave feedback to all
students. This aspect kept the class alive.
 Relation of his life experiences to the text
 Clear language in questions and in expectations.
 It made a very boring topic interesting and challenging. The
instructor gave us various sites to read and current
information throughout class. Very good class.
 His ability to engage the student with thought provoking
questions which ultimately led to higher thought.
 The instructor obviously read each posting with a great deal
of detail. He has a keen ability to generate further thought
on postings that provided a new insight or perspective. He
was especially effective in keeping the course and content
on tract and relevant.
 ASPECTS OF ONLINE TEACHING STUDENTS F E LT

COULD BE IMPROVED
The following are some of the (unedited) comments provided

by students who did not perceive their instructor as an
excellent online teacher (i.e. they awarded the instructor
“strongly disagree” or “disagree” on the TEQ question
“Overall, the instructor is an excellent teacher”).
 Be more available. Discuss the course through on-line

discussion as the students have to respond to questions. He
64
needs to provide the student not only with reading material,

but actually discussions explaining the subject.
 There is no substitute for constant guidance and feedback in
the online environment. That was totally lacking in this
course. The instructor must be online much more often in
order to engage, facilitate, and nurture. His comments
lacked depth and sincerity. The course notes were vague
and unclear. When asked for clarification, he avoided the
issue. Perhaps the best way to improve his effectiveness
would be to avoid the online environment. If his
effectiveness is not any better in the classroom, then
perhaps retirement is the best option.
 Chapter summaries were posted along with the answers at
the end of the chapters, but I think I could have benefited
from discussions on specific key concepts where the
instructor leads the discussion perhaps in a chat room.
 Focus the course more toward the online format: rather than
one assignment for all, foster online discussions that provide
much wider focus and encourage broader learning. This
way, we all read the same things at the same time, and saw
each other's opinions about the same things. We weren't
encouraged to bring up different ideas or discuss with each
other concerns, questions, or branches of the initial ideas
presented. Also, on-line course participants may have
chosen the format due to time constraints. One group
project is probably a good idea. But every other week, it is
difficult to have schedules coincide for meetings, etc.
 Could be more involved with the online discussions. TA
handled the class for the first 5 weeks - no involvement from
the professor.
 Provide more extensive lecture notes.
 Follow the syllabus
 Learn how to lead an interactive learning experience and
construct an actual course on this critical topic.
 Outline due dates and keep discussion forum focused
 The teacher did not even respond to online questions or
post at any time until after the 4th week of class when
everyone started to complain. We received no feedback thru
the entire course on any type of grading that was being
done even when asked. It will be interesting to see how
grades are assigned for the final grade since I have no idea
where stand in this class because of poor feedback on the
instructor’s part.
 Better communication online. I felt that I never really knew
what was going on. The website was difficult to follow and
the professor took too long to respond to questions. Some of
the questions were never responded too.
 The instructor should take an active part in the discussions.
He should be able to rein in some of the aggressive students
65
and encourage less verbose students to do critical thinking

and writing.
 Quicker feedbacks on assignments.
 Show up and add a few comments.
 Papers that were due during this course were not graded
until a month after they were due. Once returned,
comments were very vague and not helpful in determining
what needed to be done the next time to improve your
grade. Also, the first paper due in this class was the only
one I received back in the mail with written comments- the
second paper was never received through the mail, I was
only notified of my grade through private mail. This was
very discouraging!
 By ensuring that every student is involved in peer
conversation. I not once in this course had any human
intercourse in my posts. There was no reciprocation. It was
one-sided. It seemed as if, I was excluded in conversation. If
you doubt the validity of my response check the pots. The
instructor did back to me a couple of times, and did give me
encouragement, but I never did learn my mid-term average
after asking several times.
 Be available and answer questions, and actually join in on
the discussion board.
 It was very difficult to get feedback from him as far as
grades and if papers were received. He did not answer e-
mails when posted to the private mailbox.
 Respond to students' requests for feedback. I had no idea of
how I was being graded, no feedback from my first paper,
whether or not I was contributing enough, etc. Even after
sending emails requesting feedback, I received none.
66

Faculty Guidelines Rider

Uploaded by

Copyright:

Available Formats

Faculty Guidelines Rider

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Faculty Guidelines Rider

Uploaded by

Copyright:

Available Formats

m a r i e a .

RIDER UNIVERSITY | COLLEGE OF CONTINUING

Written by Marie A . Cini, Ph.D. & Boris Vilic, MBA

TRANSLATING YOUR FACE-TO-FACE COURSE TO THE ONLINE ENVIRONMENT...........................6

PLANNING AND DEVELOPING YOUR ONLINE COURSE............17

COMPONENTS OF AN ONLINE COURSE................................................ ....................17

Timeline for online course development ............................... ............21

PLANNING AND DEVELOPING THE VIRTUAL SYLLABUS......................................... ..........22

PLANNING THE DISCUSSION AREAS...................................................... ................44

ONE WEEK BEFORE THE CLASS STARTS......................................... .......................45

THE FIRST “DAY” OF CLASS.................................................... ........................47

FIRST WEEK OF CLASS.................................................................. .................52

THROUGHOUT YOUR ONLINE COURSE............................................................ .......56

AT THE END OF YOUR ONLINE COURSE..................................................... ...........58

APPENDIX A: CRITICAL SUCCESS FACTORS............................62

ASPECTS OF ONLINE TEACHING STUDENTS FOUND MOST EFFECTIVE................................62

ASPECTS OF ONLINE TEACHING STUDENTS FELT COULD BE IMPROVED................................64

When the first author began teaching online in 1996 there

By the time the second author began teaching online in 1999

So we decided to remedy that situation by drafting this

One of the lessons we learned very early in this venture is

Marie Cini & Boris Vilic

Marie Cini and Boris Vilic have created a thoughtful and

The authors have been generous in devoting their talents and

Teaching online is a relatively new frontier. We invite faculty

Dr. Dorothy A. Frayer

TE ACH IN G L IVE OR ON L IN E: IS TH ERE A DIFFER EN CE?

START WITH YO UR GOAL S IN M IN D

These goals can be achieved in both the face-to-face and

UN DERSTAN DIN G HOW YOU T EACH IN A FAC E-TO - FACE

Before we move to the online version of your course, take a

Course Goals Live Teaching

Course Goals Live Teaching

We have found that it is a good idea to make sure that your

Then ask yourself if each teaching method that you use is

TI PS BEFOR E YOU M OVE ON L IN E

However, in an online class, the instructor plays a less active

In the online environment, students must take a great deal of

So, instead of asking yourself “how do I lecture online?” you

Not all material needs to be on the web, however! You will

KN OW YOUR AVA IL ABL E ON L IN E FE ATUR ES

 Web Pages. Web pages are used to post syllabus

 Calendar. A calendar enables instructors (and students) to

 Discussion Forums. A discussion forum is an online

 Private Discussion Forums. Private forums are forums

Useful for (a) discussing content in small groups, (b)

 Group Presentation Areas. Presentation areas allow for

 Email. Private mail, or email, enables the instructor and an

 Chat Room or Virtual Classroom. A chat room is a

Let's take one goal all instructors presumably share:

Course Goal Face-to-Face Methods Online Teaching

It is a good idea to make use of the many features of the

Course Goals Online Teaching Methods

TH E IN STRU CTOR' S ROL E ON C E TH E COURSE GETS

1. Welcome Messages. Posting a welcome message at the

2. Introductions. Asking students to post an introduction

3. Positive Reinforcement. Thanking students for posting

4. Formative Feedback. Providing private, formative

5. Higher Levels of Thought. Encouraging students not just

 For example, if a student posts that she likes a certain