Areas to be covered in Best Practices (in no particular order):

As a teacher in a videoconferencing course you should be aware of how all of these are covered for your class.

• Adequate equipment and working properly
• Quality audio and video
• Means for interaction
• Means for feedback from instructor
• Support services including but exclusive to – registration, financial aid, bookstore, library, tutors, counseling/advising, career planning/placement
• Training and keeping up with technology

Courses should be structured to:

•   The course will be structured to build a learning community among students.

• The course provides strategies for evaluating the quality and authenticity of materials.
• The course provides a variety of learning activities.
• The course materials and activities are sensitive to diverse points of view.
• Individual accommodation will be provided when documented need exists.
• The instructor/design team has expertise in the subject matter.
• The instructor is well equipped to teach in a video environment.
• The instructor provides timely feedback to students that helps them understand what is needed to improve their performance.

Certain characteristics should be included in a video course syllabus.  These include:

• A course description that is understandable.

• A clear listing of assignments.

• A clear identification of both video and off-site activities.

• A statement of expectations if students will be involved in off-site discussion groups.

• Course expectations or outcome objectives that are linked to the course description for the course.

•  Explanation of how the video system works for students in IVN and satellite courses.

• Information on course materials and textbooks including where to find them and how much they will cost.  Include other print materials, journals, computer software, laboratory materials or special tools, and any other items needed for the course.

• The use of meaningful words or phrases.

•  Course schedule: Listing of lessons titles, dates, readings/activities, assignments, deadlines for assignments and projects due, and exam dates.

•  Late policies including handling of situations where technical difficulties prevent submission of assignments.

• Grading: Description of elements (i.e., interaction, assignments, exams) contributing toward students’ grades. Listing of how many points or percentages each component is worth; how, when and where each will occur and how they will be administered or sent to instructor; listing of grading scale, using points or percentages. Password protected on-line gradebook link if appropriate. 

• Tips on how to succeed in course

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Dakota State University

COLLEGE OF EDUCATION

Empowering Educators – Standards-based Preparation

Created by Deb Gearhart        Last Updated 11/26/2002