I think that a combination of written anonymous student evaluations with interviews of students are key. Also as a professor it is always pretty clear to me whether i have done a good job or not...so an objective self evaluation is critical as well.

I think that the three things that i am most concerned about when developing an online course for students is 1) their ability to understand what is required of them, 2) making sure that the course material is easily found and easily recognized and 3) that i have as much opportunity as possible to "interact" with them through a variety of media.

Sometimes I have a hard time with feedback. I dont want to drag a student down but I want to get the message to them that they need to improve on the assignment. How do you tell a student they need to improve the quality of work they are submitting without them feeling like they did nothing right? I give feedback for all submission, however, I get a little hestitant when it may sound negative...just because I do not want to discourage them.

I think it is important to create a successful student online and consider the same services you would give a ground student. I find that the more I communicate with students and show that I am invested in what they want, I get a better response. I do this online by having good discussion and checking in with students who need support.

The colleges I teach for require weekly live chats, but do not require the students to attend, so needless to say I have very few students attend. Has anyone else had the same experience? How do you entice the students to attend if it is not a requirement?

It's funny to me that some times in a class room when you ask a question (especially if its a general question) everyone in the class answers at the same time. I've had better conversations at a Sammy Hagar concert!!! :) I can see where this information could not only work on the net but in the class room as well.

I would love to hear some of your techniques to engage your online students that have worked well for you. Here is a template for a jeopardy game that I found was fun for "Live Chats!" http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm

I have found that calling each of my students one time a week has made a difference in my class. Not all of them will answer my calls but I still leave a voicemail and follow up with an email letting them know how they are doing in the class and offing all the help and support they need. I even found that some of my procrastinators are turning in assignments on time now because I have taken the time to build a relationship with them. Are there any other suggestions on how to retain students and keep them motivated?

I haven't taught an online course yet. Hope to soon though. My question concerns tech support from your school. Is there a tech support person designated to assist instructors/students who are particpating in an online course?

I have generally liked the idea of pretests. Obviously there can be a specific post-test, but various assessment tools can also be put into place to focus on and expand upon knowledge gained. I also think that the idea of “concept maps” looks interesting. This would help in both the creation of curricula as well as course and student assessment. Often student evaluations are in place in online classes. This concept has, I believe its roots in the “free-speech” movement in California universities I the ‘60s. The instrument students are to use is important. It can focus specifically on the class, but it can also have elements added to focus on other areas. If students cannot find a voice to address issues outside the class, their evaluation can be skewed to reflect issues outside the class which they can see no other way to address.

I believe that student evaluations, along with self-evaluations and peer-evaluations are an important aspect to continuous improvement.

Feedback to the students and from the students is an essential component of communication. We must keep in mind the objectives of the assignments, the nature of the class, and continue to give positive feedback as much as we can.

Regarding the second module... In the online environment communication is essential for the students to feel somehow connected to the instructor. Not only do we hold twice weekly live chat sessions, but I utilize email, a blog, and discussion boards.

I find that students who are disruptive, quiet, pushy, or just downright don't participate really need just a little personal attention. I usually send them a quick, terse email on what I think about their participation and what it means to the class. I then ask them to rejoin with a different attitude and end on a positive note about their work thus far. What other techniques have you used?

I have implemented a facebook page for each of our courses where the students can sign in and talk about the class, what they are doing in their free time, and they have back and forth conversations with myself and other classmates. Although I have to remind them that their comments will be screen before they are uploaded, often it creates a solidarity among the students. Are there any other social media sites that can mitigate this type of laid back conversation between students?

In our forums we have a designated time and space for chatting about a topic that I post. This is done in a real time, I.M. style of chatting. Although I often see digressions, it helps us learn about one another and can make it really fun. Has anyone one else had this experience?

I recently taught a blended class, by which I mean half of the class was online and the other half was in-class. I thought this was extremely helpful in student retention because I could check up on them face to face as well as online. I had a huge success rate with this class and I really feel I got to know my students better. Has anyone else taught a class like this with similar experiences, or was it not as successful as a pure online course?

When developing meaningful feedback, it is important to consider the course objectives. I also like to point out a strength of each student in order to increase self-confidence and participation. I also will explain where a student can improve and provide details on how to do that.

When developing feedback for assignments or projects, it is important to tie the feedback to the course objectives. Commenting on specific areas in which a student did well or poorly can reinforce areas of learning. Vary assignments whenever possible to deal with different levels of learning and knowledge.

When developing feedback for assignments or projects, it is important to tie the feedback to the course objectives. Commenting on specific areas in which a student did well or poorly can reinforce areas of learning. Vary assignments whenever possible to deal with different levels of learning and knowledge.