Instructional Delivery | Origin: EL103
This is a general discussion forum for the following learning topic:
Teaching Online: A Student-Centered Approach --> Instructional Delivery
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Syllabus sets the tone for the course and learning scaffolding is vital to building on students knowledge
I learned that the syllabus sets the tone for the whole course and should be clear, welcoming, and student-centered. I plan to apply this by making sure my syllabus communicates expectations, pacing, and support in a way that builds trust and helps students feel connected from the start.
Question for the group: How do you make your syllabus feel more like a helpful guide for students rather than just a list of rules?
Key takeaways from this section are the importance of clear and consice directions when it comes to comunication and discussions. Also the importance of the instructor involvement in discussion posts for an online course. From personal experiences, I know how important it is for the instructor to be actively involved in the learning of the students. One of my favorite instructors of an online course went out of his way to check in iwth his students. Because of the instructors presence in the course, it felt less like a typical online course, and more like an inperson course.
Communication in an online class is a crucial strategy for success.
In this module, we learned the importance of providing feedback in online learning. We focused on designing a solid course framework, giving clear instructions, and using scaffolding techniques to support learning. We also discussed creating an effective and collaborative online learning environment.
Building strong scaffolding is critical for excellent learning.
This module helped me realize that instructional delivery is just as important as content design. Even with strong learning objectives and well-prepared materials, the way instruction is delivered can make or break student engagement and understanding—especially in online or blended environments.
One of the biggest takeaways for me was the importance of variety in delivery methods. Students have different learning preferences, so combining videos, discussions, readings, and interactive activities can help keep everyone involved. I also learned how clear communication, pacing, and tone play a major role in how students absorb and connect with content.
Going forward, I plan to:
Use shorter, focused video lessons to avoid overload and keep attention.
Incorporate more interactive tools like quizzes, polls, and discussion prompts to keep students engaged throughout the module.
Be more intentional about my tone and clarity in both written and video instructions, so students feel supported and guided.
Solicit student feedback regularly so I can adjust my delivery to better meet their needs.
This module reminded me that teaching isn’t just about sharing knowledge—it’s about delivering it in a way that’s meaningful and accessible to the learner.
I have learned that even though it's an online format for teaching, that it still requires instructor input, more so than in person. You can still have an "in person" feeling despite the format being virtual.
I especially liked the scaffold analogy of building a framework of learning that we can hang the important principles on.
In this module, I gained valuable insights into creating a dynamic online learning environment that fosters effective communication and feedback. A key takeaway is the importance of a living syllabus that adapts to changing needs and environments. To communicate effectively, I should provide clear instructions in the syllabus and maintain an active presence in the course, encouraging collaboration and community engagement. Additionally, scaffolding learning by building on students' prior knowledge, experiences, and skills is crucial for promoting meaningful learning outcomes.
I learned that when teaching in an online setting instructors must apply strategies such as discussions and homework assignments to ensure students are learning, and are apply to apply what they have learned.
Comment on Lucas Carr's post: I agree but many students simply don't want to participate -- that's a challenge
Good scaffolding builds on what students already know and are familiar with.
In this module, I learned that as an instructor, I need to be effective in building a dynamic online learning environment for my students where communication and feedback are essential to learning the course content. Effective Communication starts with having a dynamic syllabus that changes as needs change and/or the learning environment changes. The key to effective communication includes providing detailed instructions in the course syllabus to start with, then going forward with the instructor being participative in the course and encouraging collaboration between the online learning community members. Another important factor is to scaffold learning throughout the course and build on the students' prior knowledge, experiences, and skills.
I truly appreciate the scaffolding model and believe that it is the only way to ensure success. I did my master's project on scaffolding and love that this model is being promoted at this college!
The syllabus is a foundational piece in establishing expectations throughout the course. Scaffolding allows for learners to put together and use what they already know or learning practices that are already established.
I intend to use scaffolding to assist the students in building on current knowledge. Just as scaffolding in construction provides a firm foundation for the building, scaffolding in education provides a firm foundation for student learning. Without a strong foundation, the students have nothing to build on.
I use scaffolding to help students build on what they already know. We explore case studies and other scenarios to determine what they should do.
Syllabi for the online environment must not be flat and static, it must be dynamic to be truly effective.
