eLearning
How is eLearning Defined at Fanshawe?
eLearning includes all forms of electronically-supported media, information, and communication technologies to support teaching and learning. It can occur in or out of the classroom and be self-paced, synchronous, or asynchronous. FanshaweOnline (FOL) is the college’s learning management system (LMS), which is used to host course content for all three delivery modes.
Some key definitions from Fanshawe’s A115: Online Learning and Education Technology policy are as follows:
- Educational Technology: The use of software, technologies, processes, procedures, resources, and strategies for teaching and learning. Using these tools facilitates integrating technology into education to build better teaching and learning experiences that help achieve learning outcomes.
- Learning Management System (LMS): A cloud-based system provided and supported by the College that facilitates the provision of organized, consistent, and timely course-related communication between professors and students; assists professors with course administration; supports student engagement; promotes quality learning experiences; and provides a vehicle for ongoing formative student feedback. The Fanshawe College Learning Management System is provided by the D2L system and is branded as FanshaweOnline (FOL).
- Online: A course where all or almost all of the content is web-based with either no or a limited number of face-to-face meetings. In the Online (OL) model, course content delivery depends on the same computer and network-based technologies used in web-facilitated and Blended courses, but here, they become the principal method of engagement between professors and students. Blended: A term often used interchangeably with “hybrid learning.” Blended is a course design model that combines traditional, face-to-face class time with Online and out-of-class coursework.
- Blended courses typically replace face-to-face class time with Online or out-of-class teaching methodology. This definition largely depends on the subject matter and the overall nature of the course.
Goals for Online Course Delivery
- Increase student and professor engagement in the online asynchronous learning environment.
- Create consistency across courses for a more seamless overall online program experience.
- Improve student satisfaction with positive online learning experiences
Best Practices for Online Teaching
1. Plan and prepare in advance.
- Review your entire FOL course site. Examples:
- fix mistakes that need to be corrected
- update due dates consistently across the site
- fix broken links and refresh content that may be dated
- Schedule and prepare for milestone events. Examples:
- Contact course Lead to confirm midterm and final format and scheduling
- set announcements to be posted at consistent times each week
- create videos for assignments 1-2 weeks in advance
- communicate resources in advance to students
- Prepare and share learning resources. Examples:
- weekly videos on chapter or material summaries
- update YouTube videos, websites, or e-newsletter article links
- “chunk” information into manageable bites
2. Set clear expectations.
- State what learners can do if they have questions or need help. Examples:
- how to get help from you
- how to get help with FOL
- how to get help with other specialized software
- Communicate due dates and other important course information clearly. Examples:
- ensure course plan and course schedule are accurate and up to date
- use FOL calendar feature for upcoming deadlines
- indicate where to find course content (e.g., video announcement, clearly written emails, screenshots directing students to content)
- State what forms of interaction are expected. Examples:
- online participation, communication, netiquette
- email expectations
- use of clear, concise and polite language for all communications
3. Be present in your course to engage students.
- Introduce yourself. Examples:
- include an introduction video along with your written bio
- facilitate an introductory class discussion
- include a picture of yourself on the homepage widget
- personalize your course site
- Post weekly announcements and emails. Examples:
- Keep announcements specific and engaging
- send 1-2 emails per week
- include an “Intro to Week X” video in the Announcements
- mix up your announcement format week to week
- Providing regular and timely feedback in an online course is important to increase student engagement. Students should have a firm understanding of how they are progressing. Examples:
- mark assignments with feedback with a week turnaround
- provide detailed feedback on assignments
- Offer virtual office hours at set times. Examples:
- Provide virtual office hours via Zoom or Bongo [1-2 one-hour time slots per week]
- Involve students as learning partners. Examples:
- Ask for feedback by peer critiques, feedback survey on the course at set points throughout the term
- Get to know your students. Examples:
- respond to student discussion posts
- ask students to share a video or written example related to the course content from their own work experience
4. Provide multiple avenues for interaction.
- Incorporate collaborative exercises, peer review and discussions on FOL.
- Leverage multimedia and Ed Tech tools. Examples:
- Kaltura, Padlet, Kahoot, images, audio, video, animation
5. Leverage existing tools and resources.
- Jenn Harren | Kinlin eLearning Coordinator | j_harren@fanshawec.ca
- Christopher Rowe | FOB Instructional Designer| crowe@fanshawec.ca
- Lisa Steele-Summers | Educational Support Technologist | lsteele-summers@fanshawec.ca
- Jeff Morphy | Educational Support Technologist | jmorphy@fanshawec.ca
- Teaching & Learning Training Resources | weekly email sent by Organizational Development and Learning (OD&L) highlights upcoming sessions offered via FanshaweLearns
- E-Learning Resources FOL page (all should be enrolled)
- Other OD&L Resources:
eLearning definition from: “eLearning in LLS” from School of Language and Liberal Studies Copyright © 2023 by Fanshawe College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
