Center for Teaching and Learning
Faculty Online Course Readiness
Preparing for online teaching is a multifaceted endeavor that requires a thoughtful approach to both pedagogical and technical considerations. Beyond simply transferring traditional classroom content to a digital format, effective online instruction necessitates a deep understanding of how to engage students in a virtual environment. This involves carefully planning course structure, designing interactive activities, and selecting appropriate digital tools that foster collaboration and active learning. Furthermore, educators must cultivate a strong online presence by establishing clear communication channels and building a sense of community among learners, even when physically separated. This proactive preparation ensures a more dynamic, supportive, and ultimately successful online learning experience for everyone involved.
Prepare for Online Teaching
The shift to online teaching, whether necessitated by external circumstances or chosen as a pedagogical strategy, requires thoughtful and comprehensive preparation. Beyond simply transferring course materials to a digital format, effective online instruction demands a reevaluation of teaching methodologies, assessment strategies, and student engagement techniques. This shift necessitates a proactive approach focused on building a robust digital presence, mastering new technological tools, and fostering a dynamic and interactive learning environment that mirrors, and in some ways enhances, the traditional classroom experience.
A crucial first step in preparing for online teaching is gaining a deep understanding of the chosen learning management system (which GovState uses, Blackboard) and other essential digital tools. This includes mastering features for content delivery, communication, assignment submission, and assessment. Familiarity with video conferencing platforms, collaborative document editors, and multimedia creation software is also invaluable. Investing time in exploring these technologies, perhaps through online tutorials or training sessions, will not only reduce anxiety but also empower instructors to leverage their full potential, creating a more engaging and accessible learning experience for students.
Furthermore, adapting pedagogical approaches for the online space is paramount. This involves designing course content with the unique possibilities and challenges of digital delivery in mind. Consider breaking down lectures into more digestible chunks, incorporating interactive elements such as polls and quizzes, and utilizing diverse media such as videos, podcasts, and infographics. Equally important is cultivating strategies to promote student interaction and community building. Regular virtual office hours, discussion forums, group projects, and opportunities for peer feedback can help foster a sense of connection and support, ensuring that students feel engaged and motivated throughout their online learning journey.
It is recommended to set up your content week by week. You may do this by adding Learning Modules or Content Folders to the Course Content section of the Blackboard course. Within the Learning Modules or Content Folders, provide Learning Objectives so students understand the tasks expected of them each week.
Since most of us have busy lifestyles, online courses are a great alternative to face-to-face courses. Just because online courses are more flexible does not mean you can spend less time teaching the material. Make sure to allow sufficient time for editing content, responding to students, grading student submissions, and other responsibilities.
Develop a routine by choosing specific times of the day to work. This will help you make better use of your time and let students know that you are not available 24/7.
Try to have most, if not all, of the course built before the semester begins. This prevents you from scrambling at the last minute to add content and saves time responding to student complaints about missing materials.
The first time you build or teach an online course may be cumbersome. Like anything in life, it takes time to adapt.
Communicate on a regular basis. Pick certain times of the day to respond to students. This will make good use of your time and let students know you are not available 24/7.
Create icebreakers in the discussion board to allow you and your students to provide introductions. This may help create a friendlier environment and provide an opportunity to get to know your students.
Make it known to students the best way and best time to get in contact with you. Course Messages, email, and web conferencing are all great tools that can be utilized in an online course. Make sure you are consistent with the tool you use so students do not get confused.
Assessment of student learning in the online environment offers as many options as those incorporated in on-ground classes. Course management systems offer quiz and test modules with great flexibility. Typically, nearly any form of test is possible, from simple multiple-choice and fill-in-the-blank questions to matching, short-answer, and essay formats. Quizzes and tests can be timed or open-ended. They can be set to allow students more than one attempt or limited to a single attempt only. They can be released at a specific date and time or conditionally released based on students meeting specified criteria. Finally, some of these tests can be automatically computer-scored and entered into an electronic grade book, while others require manual grading and grade book updates. The specific options available for quizzes and tests vary somewhat by course management system. However, any advanced CMS provides enough flexibility to more than meet testing needs.
Beyond quizzes and tests, online assessments are much like designing interactions; they are limited almost solely by the instructor’s imagination. One of the most interesting aspects of designing assessments is developing “authentic” measures that present tasks allowing students to demonstrate the kind of mastery expected in real-world situations. Such strategies typically assess higher-order learning reflected in Bloom’s taxonomy levels of analysis, synthesis, and evaluation.
Regardless of the assessment strategy used, aligning assessments with course goals and learning objectives and clearly communicating expectations to students is critical. Students need to know what will be assessed, how it will be assessed, and the guidelines they can use to monitor their progress before submitting an assignment or project. The relationship between performance standards and grades must also be specified. The need to communicate these factors is not unique to the online environment; however, clear requirements are especially important when it is less easy for students to clarify expectations or instructor intent. Rubrics are a very helpful tool in this regard. They define expectations more clearly for students and help instructors address subjective evaluation more objectively.
Assessment is a major part of course design, and specific assessment activities are typically in place by the time the instructor begins facilitating the course.
The Illinois Information Technology Accessibility Act (Public Act 095-0307) became law on August 20, 2007. The ITAA requires Illinois state agencies and universities to ensure that their websites, systems, and other information technologies are accessible to people with disabilities. The Illinois State Library (ISL), after reviewing the Act and the standards for its implementation developed by the Illinois Department of Human Services, has developed a series of policies for compliance. A central tenet of those policies is that, to the greatest extent possible, given fiscal, staffing, and technological constraints, and as permitted by the ITAA, the ISL will provide accessible versions of materials created by the ISL and contained in its online collections upon request by patrons.
Please view the GSU Web Accessibility Policy and Standards.
Aside from basic computer skills, such as using keyboard shortcuts, web browsers, and sending and receiving emails, instructors should understand how to use different Learning Management Systems (LMS), web conferencing software, and social media. They should be willing to learn new technologies that help students understand the material.
Make sure you have the appropriate tools to get the job done, including a reliable computer, a strong internet connection, and the appropriate plug-ins to accommodate the LMS. Since GSU’s LMS is Blackboard, you can find more information on getting your computer ready for Blackboard on the Technology Requirements page.
Instructors should be flexible, as technology is changing every day. In case a technology no longer works in your course or a glitch occurs, you should have a backup plan and make the appropriate changes to resolve the issue.
Get to know your school’s LMS. Attend Faculty Workshops or use Faculty Tutorials to understand how Blackboard works so you can better set up courses and assist your students.
Getting Started
If you are ready to teach an online course and understand how to prepare one, please reach out to your department chair to see if there are any online courses available to teach. If you are approved, your name will be added to the Colleague Course Schedule. Once this process is complete, a Blackboard course shell will be generated at least two months prior to the start of the semester.
If you find yourself not quite ready to lead a virtual classroom or simply wish to strengthen your existing online pedagogy, the Center for Teaching and Learning stands ready to support you. We offer a comprehensive suite of resources designed to equip you with the confidence and expertise needed for effective online instruction. Our website tutorials provide self-paced guidance on essential platforms and pedagogical approaches, while our faculty workshops delve into specific strategies for engaging students in the digital space, fostering collaboration, and assessing learning remotely. For more individualized assistance, our one-on-one training sessions allow you to address your unique questions and concerns with experienced instructional designers. Through these avenues, you will gain a deeper understanding of the dynamics of online courses, become familiar with the tools and functionalities at your disposal, and acquire practical tips to enhance your online teaching practice.
The Blackboard Course List will mirror the courses you are scheduled to teach in the GovState Course Schedule. Courses will be available in Blackboard from the first day of the semester through two weeks after the semester ends. Instructors will be able to access their courses to add content, view materials, grade assignments, and more. Students will not be able to view courses outside of the designated availability dates. Late-start courses will become available later in the semester, so please ensure that your Blackboard course availability dates match the GovState Course Schedule.
In order to gain access to Blackboard, instructors must complete the FERPA training. Instructors should keep a copy of the FERPA certificate, in case it's required in the future. Once FERPA is complete, please follow up with your department to make sure you're added to the course(s) in Colleague, which will transfer to Blackboard.
If you would like a student to become a Teaching Assistant in your online course, the student must complete FERPA training to receive a certificate, and chair approval is required.
FERPA:
To comply with the university’s FERPA policy, the student must complete the FERPA process according to the instructions below.
FERPA Completion:
Students must complete the Family Educational Rights and Privacy Act (FERPA) training to receive a higher level of access within Blackboard. Teaching Assistant access will be provided pending approval from the director/unit head, chair, or dean. Prior to training, consult with your supervisor regarding the required position access.
Go to the FERPA training link:
Step 1: The student and the instructor collaborate to determine the need for TA access within a Blackboard course shell. The student must complete FERPA training to receive a certificate. The student should keep the certificate as proof and notify the instructor upon completion.
Step 2: The instructor receives chair approval.
Step 3: The instructor provides proof of chair approval and the FERPA training certificate to blackboard@govst.edu.
You may access Blackboard from three different areas:
- From the Governors State University homepage: Go to the www.govst.edu webpage and scroll to the bottom. Under the Academics column, select Blackboard.
- From the myGSU portal: Log in to the myGSU portal using your GovState username and password. Select the orange eLearning Blackboard button above the Quick Links section.
- From the GovState Blackboard web address: Go directly to the Blackboard login webpage.
On the Blackboard login page, please log in using your GovState username and password. This is the same username and password used for the myGSU portal and OWA email. In the username field, do not include @govst.edu. For more information about logging into Blackboard, please view the Blackboard Login tutorial.
Need a password reset? Please use the Reset Password Tool or contact the ITS Helpdesk at 708.534.4357.
The delivery of education and training in fully online and web-enhanced formats continues to expand rapidly, creating a need for professionals with the skills to develop curriculum and facilitate high-quality online learning. The Certificate in Online Teaching program prepares faculty members and trainers in all settings to design, produce, and facilitate online courses in accordance with best-practice guidelines. Every course is offered online with no on-campus requirements.
For more information about the Certificate in Online Teaching program, please visit the ONTL Certificate Program webpage.
- After you log in to a course, notice the left navigation menu. Students can click these menu links to access materials.
- Under the left navigation menu is the Control Panel. You can access Course Tools such as Collaborate Ultra (web conferencing), the Discussion Board, Rubrics, and more. The Control Panel also contains Course Reports, the Full Grade Center, and Course Copy. Students only have access to the left navigation menu and cannot view the Control Panel.
- In content areas such as Syllabus & Orientation, Course Content, Assignments, and Quizzes and Exams, you may add materials such as Items (read-only), Files (from your computer or the course), Assignments (drop box for student submissions), and Tests. You may add these materials using the action bar that contains Build Content, Assessments, Tools, and Partner Content.
- Hovering over titles displays a chevron (down arrow), which opens an options menu. Click it to view the options available for that particular item.
- Near the upper-right corner, you will notice Edit Mode is set to ON or OFF. Select ON to display all instructor functions and OFF to hide them. Turning Edit Mode OFF shows a view similar to what students see.
- Near the upper-right corner, you will also notice Student Preview (sphere with arrows icon). Click this icon to change roles from Instructor to Student. This view shows exactly what students can see.
For more information, please visit the Navigate Inside a Course webpage.
Cross-listing involves merging two or more courses or sections into a single course shell in Blackboard. This must be approved by the department chair. If approved, the department will add cross-listed courses or sections to Colleague. Once entered into Colleague, the cross-listed course will be created in Blackboard when the course creation script is run.
For more information regarding the cross-listing process, please visit the Course Guidelines webpage.
Blackboard course shells may be requested for academic use only and are subject to approval by your department.
For more information regarding the non-academic course request, please visit the Course Guidelines webpage.
Similar to the Complete FERPA section above, because students will be working with other students’ grades, they must complete FERPA training.. Once the training is complete, students should receive a certificate. The certificate and chair approval will be required by the instructor.
For more information regarding adding a Teaching Assistant to a course, please visit the Course Guidelines webpage.
Contact Us
- Center for Teaching and Learning
- Governors State University - C Building
- 708-534-4115
- blackboard@govst.edu