OSCQR – Standard #39

OSCQR – Standard #39

Expectations for interaction are clearly stated (netiquette, grade weighting, models/examples, and timing and frequency of contributions).

Review These Explanations

Expectations for assignments, class participation, proctoring, due dates, and attendance requirements should all be clear to the learner. Adult learners expect and benefit from understanding the parameters and rationale of the learning activities in a course up front.

Outlining clear expectations for timing and frequency of contributions, as well as what type of standards should be upheld when working on particular activities helps learners to be successful and reduces frustration caused by ambiguity. For blended courses, provide clear guidelines for synchronous (in-class) and asynchronous (online) participation.

Refresh Your Course with These Ideas

  • Reference netiquette info and model respect in discussions.
  • Clearly outline the expectations for discussion participation, for example, the timing and number of contributions.
  • Indicate how learner participation will be graded.
  • Include instructions about spelling and grammar expectations.
  • Specify and give examples of how learners should title their discussion posts. Discussion post subject lines give learners an opportunity to practice summarizing and clear communication, skills that are important in the professional world. It also helps other learners find their posts more easily because the content is summarized in the subject line.

Explore More Refreshing Ideas from the Teaching Online Pedagogical Repository (TOPR) at the University of Central Florida (UCF)

This Pedagogical Practice from TOPR explores methods and approaches to establishing clear expectations in online discussions to benefit learner success.

Setting Discussion Expectations
Selecting an effective discussion topic is important, but does not guarantee an interactive, fruitful discussion. It is crucial for instructor to set the stage and establish clear expectations for how learners should participate in the discussion. (Read more …)

Explore Related Resources

Kelly, R. (2012). Managing Controversy in the Online Classroom. Online Classroom, 12(3), 2-3.

Share What You Know

OSCQR has been developed by a community of online practitioners interested in quality course design. There are numerous opportunities for community members to offer suggestions, donate resources, and help with future development.

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