When writing text for others to read, try and write directly to your audience.

While it may be a function of my primary teaching area (accounting, the provision of a model answer troubles me. Sad to say, but cheating appears to be rampant in the online environment. I know I cannot stop it, but I prefer not to be an enabler of the process. When it comes to accounting problems, while it does take more time, I think it makes more sense to assist the student by addressing the point at which s/he took a wrong turn rather than simply providing the model answer. I am pleased to see some universities using algorithmic based accounting problems so that each learner in a class is completing the same problem but with different numbers. This works well with my preference for explaining how to approach the problem correctly. While the learner may still relatively easily acquire "a" correct answer, it will not necessarily be "the" correct answer for his/her problem. S/he will still have to work through the steps thereby achieving, at the very least, some understanding of the underlying concepts. Does anyone else have thoughts about how to address model answers for classes that rely heavily on computational assignments?

The course syllabus if an important piece of information. I encourage my students to refer to it as necessary. I suggest they keep it handy throughout the entire marking period albeit a hard copy in their school bag or electronically on their laptop. I've had students ask random questions about when exams occur or when practical exams begin. While I'm happy to answer any and all questions I do expect them to be able to answer those questions responsibly on their own time by referring to the course syllabus. I take my time reviewing the course syllabus on the first day of every new resident course and point students toward the syllabus posted in the online portion of the course. Upon reviewing the sample course syllabus provided in this module, I also feel as though the syllabus I provide my students is very detailed in regards to all areas of the course expectations.

Why is Course Evaluation an ongoing process?

The methods of assessment included in an online course should depend on the needs and characteristics of the learners, the instructor, and the course subject matter.Do you agree? Provide your Reasons.

Synchronous chat is a wonderful tool for stimulating in-lass discussions,but there are still notable pitfalls to it. What are some of the techniques for managing the downfalls of synchronous chat?

The purpose of the Discussion Board is to learn through sharing ideas and experiences as they relate to course content and the forum’s question. A good way to keep the discussion board lively is by asking a good question that can trigger participants to delve more into the topic through research, evaluate existing ideas, and create new ideas. Provide a good question on E-Learning Discussion Board/Forum Best Practices; such that can trigger one to delve more into the topic through research, evaluate existing ideas, and create new ideas.

Gamification (the application of game-design thinking to non-game applications to make them fun and engaging) is becoming increasingly popular as a marketing and promotions tool. Do you feel gamification could add value to on-line learning?

I encourage all my instructors to use multimedia to help emphasis their lectures online. Khan Academy is an excellent website with instructional videos that help explains varies subjects.

For our math course here, we allow the students to do the quizzes twice. Since math is very difficult to teach online, it encourages the student to see where they went wrong on the problem or if it was a careless error. I think that any math courses should allow students to take quizzes NOT tests more than once.

The hardest part when I started being the blackboard coordinator was the discussion threads. I didn't realize how tough it would be to get students to be engaging on their posts. I think it's important to have at least 3 responses in any online discussion.

When I set up a course for each instructor. I explain to them they need to make online announcements as well as providing step by step instructions. I also have a library tab so that the links are available to every student in that course.

Did something change since I was in college? I remember professors handing out copied print outs from books for studying specific subjects - sometimes it would be identified where the information came from and sometimes not. At the college I went to there was a sign stating that if the copies were used for educational purposes - in regards of study - it was free to be used. Though, it was a long time ago and I may be remembering wrong. Isn't this the same if we post stuff within a discussion? Though, I'm in a habit of showing where my information comes from in case a student is curious to learn about it more.

I recognize the importance of keeping classroom content current, fresh, fun and upbeat. I've recently began to incorporate relevant (fun) YouTube videos into the classroom lectures which allows us an opportunity for open discussions. I would like to add some into the online coursework but I'm not sure it would have the same impact without the classroom discussion.

For every course, instructors experience frequent excuses from students who habitually fail to follow procedures in submitting assignments at prescribed deadlines. What limit of the excuses would you accept in allowing students to submit missed assignments, despite the prescribed late assignment policies?

In the past, most online institutions offer only five-week courses. Currently, most of these courses are also offered in ten-week duration with similar course objectives. Does the students' learning benefit change based on whether the course is for five or ten weeks?

The varied use of graphics and the use of pictures help to keep the learner's attention.

I really believe in the benfits of storyboarding. Usually in an online environment, we are only partially able to post things, say on the Announcements section. I love including articles, tid bits on pitfalls of the week, extra questions to have students ask themselves and possibly a few videos from youtube for students having a hard time with a subject. It's the part of the course that I love to be creative! Usually, it's an evolutionary process. By the 3rd time or so I teach a course I have many layers of components I have storyboarded and implemented. How do you use storyboarding in your courses? Where do you have creative freedoms in the courses you teach?

As online educators to mainly adult learners, we still have to be able to apply the subject to their current goals or past experiences. Adult learners need the WHY in their day to day push towards their degree. I usually include a weekly announcement that is reflective of the current topic to the news or a specific job or industry. How do you keep the weekly topics relevant for online adult learnes?

Let me say first that I love the capability that Adobe Connect has provided to instructors. It's a wonderful environment for the online learner and instructor. What I am lacking in the tool is the capability for the students to talk as well. Even if the tool would allow a single student to talk at a time, this would greatly enable the interaction of a synchronous session. We are getting so close with online learning! I'm sure the capabilities will come soon! What software have you found to be beneficial for synchronous learning sessions?