University of Michigan-Flint

Faculty-to-Faculty Online Teaching Strategies

Tips from Math Professor Joyce Piert

I have been teaching intermediate and college algebra for approximately eight semesters here at the
University of Michigan-Flint.  It is commonly agreed by instructors in the Mathematics Department that a good portion of students who take Intermediate Algebra are somewhat math phobic.  Usually, these students have past experiences with Mathematics that do not foster a desire for future encounters with the discipline..

So, contemplating the creation of an online intermediate algebra course that would foster success in these students was not a small or trivial consideration.  The question was, “What course structure and design would facilitate a successful learning experience for students who are insecure with their mathematics skills?”

One important consideration in designing this course was how to prepare students for the online environment.  I discovered that I could assume nothing; neither could I leave anything to chance.  So, repetition became the order of the day.  For example, about a week prior to the beginning of the course, I e-mailed each student with preliminary information and a brief overview of the course, also attaching the syllabus.  When the course officially began, I greeted the students with a written and audio announcement on the main course page with a similar message, along with how to initially navigate the course.  Also in the announcements, I repeated the technology requirements for the course and where to obtain them.  I also put this information under the Course Information link.  I kept navigation simple by providing links to assignments in multiple places.  My intent was not to be boring or pesky, but to make sure that students could access vital information. Still, students needed to be reminded frequently to thoroughly read all directions.

 Elluminate Live!, the online collaboration tool, has greatly enhanced my ability to teach this online course.  Oftentimes students cannot understand an algebraic process without the ability to observe a step-by-step demonstration of the process.  Elluminate Live! provides a virtual classroom space to meet with groups of students.  Similar to face-to-face courses, in these sessions, I am able to answer common questions and demonstrate concept processes.  Students have commented that they enjoy this type of interaction and they feel comfortable asking questions and providing input during these sessions.  Students even volunteer to demonstrate, on the white board, solutions to selected problems.

The Mathematics Department, in conjunction with Student Services, has provided online tutors, called supplemental instructors (SIs) for this online course.  The SI uses the [Blackboard] virtual classroom to meet with students who request tutorial services and has found that this tool permits her to assist the students more effectively than a chat session.  Utilizing the white board and the equation editor, the tutor can demonstrate problem solving techniques and strategies for successful completion of assignments.

As a novice to this process, I am quite pleased with how this course is progressing.  Seven weeks into the course, a majority of the students are on schedule with their assignments.  Research has shown that online students are most successful when they have support and instructor interactions.  So, I make it a point to touch base with each student weekly, just to let them know that I am here and to assist with any arising concerns.  Teaching this online course requires a bit more time than a regular face-to-face course, but it is well worth the effort because it allows for support and interaction at non-traditional times and when it is convenient for both student and instructor..

Improve Accessibility for Disabled Students in your Online Course

Can you spare an hour or two to learn how to make your course more accessible for students with disabilities? A free course, Universal Design and Accessibility for Online Courses, is now available on Blackboard. A brainchild of the Blackboard Accessibility Interest Group, this course is not only an excellent source for learning about accessibility, it’s also a great example of a highly accessible online course. The course consists of four modules:

1.     Universal Design for Online Learning: An introduction to the principles of universal design and their importance in creating learning environments that are accessible to all learners. The last page of the lesson outlines important design considerations for an online course.

2.     Accessibility for Online Learning: Focuses on legislation surrounding accessibility in education. Includes an overview of the section 508 amendment to the Americans with Disabilities Act.

3.     Assistive Technology: Describes the different types of assistive technology available and how they can help create more accessible learning environments.

4.     Learning Styles: Learn about different learning styles and access resources and quizzes for determining learning style.

To enroll in this free course, e-mail Zoë Lazar-Hale, zlazarha@umflint.edu.

Time Management Strategies for Busy Online Faculty

Feeling the time crunch? Staying organized and managing your time as an online instructor can be very different from managing a traditional, face-to-face teaching schedule. Here are some time-saving tips from Deborah A. Raines, director of Scholarship of Teaching at Florida Atlantic University’s Center for Teaching and Learning.

1.     Take attendance – Having students “check in” in a introductory discussion board can help you keep track of who has not found the online classroom.

2.     Syllabus quiz – Give students an opportunity to feel out the online testing environment while simultaneously reinforcing the content of the syllabus.

3.     Ask the Class – Set up a special discussion board in each module where students can ask their classmates general questions about the content of the lesson.

4.     To-Do list – Make a to-do list the first item in each module to provide clear instructions for completing the module. Provide time-management suggestions here as well.

5.     Private office – Prevent course-specific e-mails from cluttering your inbox by creating a private space within your online course for students to contact you in confidence.

6.     Take advantage of tools and technology – tools internal to your learning management system as well as external tools can help increase your efficiency.

7.     Establish a routine – Make a habit of checking in to your online courses at regular, consistent times. Have a game plan for what you’re going to do each time you check into a course.

8.     Don’t re-invent the wheel – There are plenty of high-quality resources and activities available on the Web. Check out MERLOT or YouTube for potential learning aids.

The full article, Be Efficient, Not Busy: Time Management Strategies for Online Teaching, comes from Faculty Focus, a collection of articles for higher education professionals.

Tips from Blackboard Administrator Nick Gaspar

·         If you are ever having trouble receiving student’s SafeAssignments, the fix is easy! Just go to SafeAssign from the course tools area, click on SafeAssignments, and click the “synchronize this course” button.

·        Think twice before you delete! Data recovery is not always possible—don’t delete unless you are absolutely sure you will not need the information later.

·         Use the adaptive release feature of Blackboard if you have a student with extenuating circumstances who cannot complete a test or assignment with the rest of the class. Learn how to adaptive release here.

·         Did you know you could download all your student assignment submissions at once? To do so, go to the assignment in the grade center and click the double arrow at the top of the column. Click “assignment file download.” From here you can select the assignments you wish to include, and Blackboard will create a zip file containing these assignments.

·         Want to see which students are enrolled in each group without having to click from group to group? Go to your groups page and click the “Group Sets” button in the upper right portion of the window. Click the double arrow next to a group name and select “edit group enrollments.” From here you’ll see all the enrollments for that group.

In this Issue:

Would you lecture differently if you were being taped? Podcasting and vodcasting are useful tools for

University of Michigan Health System

Open.Michigan

University of Michigan News Service

*To find U-M’s iTunesU station, go to the iTunes U tab in iTunes, click “Universities and Colleges” in the Quick Links area, and select the University of Michigan. Make sure you have the current version of iTunes.

Contact Us

UM-Flint Online is published six times per year with topics related to online/mixed-mode teaching and instructional design. Address comments and suggestions to

Zoë Lazar-Hale, zlazarha@umflint.edu