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December 1999

Advocate Online

They're talking on campus...

On the Road

Action Line

In the Know

From Capital to Campus

NEA Affiliates in Action

Thriving in Academe

Higher Education News

Money Savvy

The Dialogue

Speaking Out

Issues to Consider

Practical Matters

The more we plan ahead for online instruction,
the fewer difficulties we will have later.

How do I find the time to teach online?
It takes time to learn to teach online, but it helps to identify the most important skills for your teaching goals and target those first.

Should I post my syllabus online?
That's an individual decision. Issues to consider include intellectual property concerns and student confusion about which syllabus to follow.

If the syllabus is posted continuously, add a note that it is subject to change until the day the term begins. Remember, a syllabus holds the status of a contract with the student. Provide a dated copy to the department head/chair in case there is a later dispute, and do not change the syllabus once the term begins. Instead, include a qualifying statement such as, "This syllabus is subject to change in the case of extenuating circumstances," and make the changes as announcements.

What about inappropriate comments in electronic discussion?
Remember, we are all learning how to live appropriately online, and we need to set standards for appropriate behavior from the beginning.

Think through your philosophy on comments and inform students of your expectations. Remember in your own postings that communication online requires extra care. Some forms of humor-irony, for example-do not translate well online.

Should I be concerned about privacy online?
You should study university and federal regulations on the privacy of student information. For most purposes it's best to use a password system.

In addition, students should be notified in the syllabus that, although efforts are made to keep information private, privacy cannot be guaranteed and students should be cautious in what they choose to reveal in the online components of a course.

Is it acceptable to post grades using the Internet? E-mail is the equivalent of a postcard. Grades should not be distributed via E-mail unless the same rules are followed as for posting grades in a public location, consistent with federal law regarding privacy of student information and institutional policies.

References and Resources

Brinson, J., & Radcliffe, M. (1996). An intellectual property law primer for multimedia and web developers. [Online] Available: http://www.eff.org/pub/CAF/ law/multimedia-handbook [September 12, 1999].

Buzzard, L., MacLeod, L., & DeWitt, C. (1997). Enhancing student learning through electronic communication technologies. [Online] Available: http://www.mtsu.edu/~itconf/proceed97/buzzard.html

Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.

Cooper, G. (1999.) University of Oregon teaching effectiveness program: Teaching with technology. [Online] Available: http://darkwing.uoregon.edu/~tep/technology/index.html [September 17, 1999].

Dodge, B. (1997). Some thoughts about Webquests. [Online] Available: http://edweb.sdsu.edu/courses/EDTEC596/About_WebQuests.html [September 17, 1999].

Eggleton, F. (1999). FERPA: Family educational rights and privacy act. [Online] Available: http://www.wku.edu/Dept/Support/AcadAffairs/CTL/ferpa.htm [September 12, 1999].

Lieberman, D. (October, 1998). "Technology: Can it help you?" Advocate, 1(1), 5-7.

Palloff, R. & Pratt, K. (1999) Building learning communities in cyberspace. San Francisco: Jossey-Bass, Inc.

Remember to identify local colleagues, technical support, user groups, and courses that can provide training and support!

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