Associate Professor of English, Composition Director, Faculty Development Coordinator
Welcome to my ePortfolio, which showcases mastery of one of the nine principles in the Quality Online Learning and Teaching (QOLT) rubric. After participating in CI’s Blended Learning Preparation Program and Online Teaching Preparation Program, I redesigned my courses to enhance student engagement and success. This redesign was informed by the CSU’s QOLT Program, which helps faculty “design and deliver effective online-blended courses.” As articulated by by the CSU’s Quality Assurance Programfor Online and Blended Courses, “There are many skeptics who question the quality of online teaching and therefore it is necessary to identify how to prepare instructors to effectively teach hybrid or online courses.” QOLT is a based on sound research and draws upon previous models for assessing effective teaching. This ePortfolio provides evidence of meaningful implementation of Section 1 of the QOLT Rubric.
CI Quality Online Learning and Teaching (QOLT) Rubric Section 1: Course Overview and Introduction
A successful online learning experience begins with an introduction to the course essentials. The class should clearly convey what students will learn, how they will learn it, and who they will learn with.
1. Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components such as syllabus, course calendar, and assignments.
2. Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture and/or video of the instructor.
3. Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable.
4. Online etiquette expectations for various forms of course communication and dialog (e.g., chat, “hangout,” email, online discussion) are presented and clear to the student.