4.1 - Recommended DE Practices: Introduction
In this chapter:
- 4.2 - Guidelines & Standards for Effective & Exemplary DE Classes
- 4.3 - Informing and Preparing Students for DE Classes
- 4.4 - Culturally Responsive, Equity-Minded Online Teaching
- 4.5 - Universal Design for Learning and Accessibility
- 4.6 - Academic Integrity in DE Classes
- 4.7 - Content Options: Considerations with Online Publisher Resources
- 4.8 - Content Options: Library and OER Resources
- 4.9 - Recommended DE Success Practices: Conclusion
Please select the page at right that is of greatest interest if you are using this Handbook as a reference.
If you're going through this handbook in its entirety, it's probably best to just use the Next button to work your way through the module.
Chapters 2 and 3 focused on the requirements imposed upon DE instructors through federal, state, accreditation, and local LATTC regulations and policies.
This portion of the handbook shifts focus to a high-level overview of recommended instructional practices that can help increase student satisfaction and success in DE classes.
The diagram below illustrates (see long description) the relationship between what makes online classes compliant, and what makes them great. Since then, some items have shifted their location and some have been added.
This section of the Handbook therefore introduces many of those elements listed on the right-hand side of the diagram: practices that can elevate DE classes to greatness, but are not "required." It is beyond the scope of this Handbook to comprehensively discuss these; however, it will provide links to professional learning resources and experiences that can strengthen your understanding of these practices.
Do not take any of this as an absolute (beyond what is mandated/required as discussed in previous chapters). Do not feel that you must master all of it. Look for what resonates, what stretches you, and what you think may enhance equitable student success in your classes.
Outcomes
For those who are learning all material in this Handbook, by the end of this module, you should be able to:
- Identify resources intended to help faculty with self- and peer-review of online class design
- Describe at least one method for effectively communicating with students at the start of an online class
- Describe at least one equity-minded online teaching practice you use or would like to use
- Describe at least one Universal Design for Learning online teaching practice you use or would like to use
- Describe at least one online teaching practice for enhancing academic integrity that you use or would like to use
- Identify any potential regulatory or cost concerns with the primary course materials you are using or would likely use for an online class