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Overview

The purpose of online learning at SPU is to provide a high quality learning experience that is as engaging, collaborative, and interactive. Learning should be:

  • Flexible - students can obtain a quality education while maintaining busy lives. Faculty can teach courses from anywhere, allowing them to present research, attend conferences and engage in other forms of professional development year round
  • Accessible - online courses provide access to higher education for students who otherwise may not be able to participate. Online classes are also an important option for degree completion programs
  • Innovative - online courses enable faculty to take full advantage of emerging technologies and leverage students’ knowledge and expertise while collaborating globally
  • Integrative - online courses offer a unique opportunity to explore and learn about how the Christian faith has application in a specific discipline. Through reflective learning activities, Experts and students from around the world can contribute to knowledge construction taking 

Below are some guidelines to help you create a successful online course.

Ten Guidelines for Effective Online Teaching and Learning

  1. Time: Teaching online requires significant time and effort. Appropriate planning time and support are necessary for success.
  2. Professional Development: Online teaching is different from face-to-face teaching. Faculty need adequate professional development prior to teaching online.
  3. Peer Feedback: To ensure quality in this new way of teaching and learning, a group of trained peer reviewers should participate in systematic review of all SPU online courses.
  4. Student Training: Online learning is different from face-to-face learning. Students need an orientation to online learning before taking their first online course.
  5. Class Size: SPU online courses should be both high tech and high touch. Online class size should restricted in order to maintain high quality interactions and instruction.
  6. Appropriate Courses: Careful consideration should be given when deciding which courses and programs to put online. Student performance in online courses should be equivalent to outcomes in face-to-face courses.
  7. Teaching Presence: Instructors should demonstrate teaching presence through appropriate design, facilitation and direct instruction. This can be accomplished through appropriate professional development and peer feedback.
  8. Social Presence: Instructors should design courses that utilize social presence to promote effective online discourse. Courses should include interactive problem solving activities that require positive student-to-student interaction and collaboration.
  9. Cognitive Presence: Instructors should encourage cognitive presence by designing collaborative assignments that require students to answer real world questions through exploration, integration and reflection.
  10. Learning Presence: Successful online students plan, monitor, adapt, and reflect on their learning. Students need well-designed activities, training, and support to be successful. 

 

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