What Works Well in Online Teaching
The updated version of What Works Well in Online Teaching includes a strong emphasis on creating a sense of community and academic belonging for all students, and each of the categories below support teaching with dynamic instructor presence. The essential practices for each category are listed below, and clicking on the “+” sign will reveal additional high-impact practices. We invite you to follow the link to Examples and Resources for details about each category, including a PCC faculty video!
Teach Material
Teach Material: Integrate instructional materials, tools and activities that engage students and support course outcomes.
- Provide and facilitate weekly material using a variety of tools to engage students in their learning.
- Monitor course before and during the term to make sure everything functions properly, e.g. correct broken links and accessibility issues.
- Thoroughly review course materials, resources, and activities to ensure they are current and relevant.
- Add material or explanations to clarify concepts as needed while teaching the course.
High Impact Practices for Continuous Improvement
- Create a “Course Tour” or “Getting Started” video for week one and “How to” videos as needed.
- Make yourself available to provide additional guidance related to the teaching materials.
- Create short videos to answer common questions.
Examples, resources, & faculty video
Build Community
Build Community: Create a sense of belonging, community, and support.
- Create a welcoming, engaging learning environment where students feel a sense of connection to the instructor, other students, and the course.
- Implement classroom discussion guidelines for civil discourse that respects the diversity of the group.
- Apply strategies to promote diversity, equity and inclusion as well as culturally responsive teaching.
- Show instructor presence in discussions and other collaborative activities through participation or feedback, and monitor discussion activities in regards to tone, relevance and appropriateness.
High Impact Practices for Continuous Improvement
- Evaluate culturally responsive teaching strategies for effectiveness and relevance. Make changes to courses accordingly.
- Encourage course participation through engagement in course related resources on campus or in the community.
- Encourage student collaboration on projects and assignments where appropriate.
- Encourage students to use images, audio, video, or other media in discussions or projects.
Examples, resources, & faculty video
Communicate
Communicate with Students: Provide the opportunity for substantive interactions with students on a predictable and scheduled basis.
- Outline and follow communication expectations in the syllabus.
- Meet the expectations for regular and substantive interaction.
- Use multiple ways to communicate with students. Incorporate the tools available in D2L to maximize the communication processes.
- Engage with students to further clarify concepts as needed while teaching the course.
- Respond to student questions within 24 hours Monday – Friday.
High Impact Practices for Continuous Improvement
- Create a “Course Tour” or “Getting Started” video for week one and “How to” videos as needed.
- Make yourself available to provide additional guidance related to the teaching materials.
- Create short videos to answer common questions.
Examples, resources, & faculty video
Provide Feedback
Provide Feedback: Provide meaningful feedback on student work to enhance learning and academic performance.
- Provide substantive personalized feedback which includes strategies for improvement and growth.
- Provide feedback in time for students to apply strategies to the current and future activities.
- Provide clear instructions for students on where to find feedback.
- Post grades in a timely fashion, typically within a week of the due date.
- Practice equitable grading.
High Impact Practices for Continuous Improvement
- Provide personalized feedback to students through video, audio, or images in addition to text.
- Utilize a variety of feedback methods, including individual as well as to the whole-class.
Examples, resources, & faculty video
Get Input
Get Input from Students: Provide opportunities for students to offer input on the effectiveness of their learning environment.
- Offer intentional opportunities for students to communicate with the instructor throughout the term.
- Provide a Q & A discussion forum that is easy to find, and encourage students to use it. Subscribe to that forum to ensure a quick response.
- Provide regularly scheduled “office hours” to students (or as determined by contract for PT faculty).
- Review end-of-term feedback from students and make updates where needed.
High Impact Practices for Continuous Improvement
- In addition to scheduled “office hours,” offer broader availability for open office hours and privately scheduled meetings.
- Integrate opportunities for student feedback throughout the term.
- Check-in with students about how their grades appear to them, how to self-assess and adjust performance as needed.
- Offer opportunities for student input on specific elements of the course and activities, such as the use of a certain tool or the expectations with a particular assignment.
Examples, resources, & faculty video
Retain Students
Retain Students: Utilize strategies for maximizing student retention, persistence and success.
- Regularly review student engagement and academic progress, and proactively initiate communication to support student participation and advancement, or to recognize student growth and development.
- Provide detailed and constructive feedback on assignments early enough for students to adjust course performance.
- Prominently place student support resources in the course, and regularly promote and proactively connect students to those services.
- Initiate contact with students with approved academic accommodations, and work with Accessible Ed & Disability Resources to ensure that accommodations are provided in a timely manner.
- Use the CPN or other Early Alert system to provide official feedback on course progress.
- Remind students during week 1 of the “No-show” policy specified in the syllabus.
High Impact Practices for Continuous Improvement
- Look for opportunities to connect with students during the first week of the term to encourage one-on-one communication.
- Communicate the course organizational structure to students to reduce confusion, deviations, or distractions.
- Remind students of expectations for workload, due dates, and end of term deadlines.
- Encourage students to engage in and promote campus extracurriculars and community-based events related to area of study or discipline.
- Provide alternatives to technologies and resources needed for the class when applicable.
- Schedule a time to meet with students who have academic accommodations to discuss individual needs.
Examples, resources, & faculty video
Follow Procedures
Follow Institutional Procedures: Provide a consistent experience for students by following procedures and timelines.
- Follow the procedures and timelines from Online Learning for course management tasks.
- Stay current with timelines, reminders, actions and issues related to online learning.
- Follow the accessibility guidelines established by PCC for online course content.
- Comply with copyright and fair use policies and practices.
- Meet college expectations for syllabi, which will include the required elements as outlined in the PCC syllabus standards document.
- Post important and welcoming course information on the Class Details page to inform students prior to registration.
- Notify the FDC or Dean when unable to deliver online instruction due to illness or extended absence, and alert students of absence.
- Follow the institution’s policy for “no-show” students.
High Impact Practices for Continuous Improvement
- Link to a copy of the syllabus and/or a course overview video from the Class Details page.
- Educate students on the concept of academic integrity, and report violations to support institutional integrity.
What Works Well In Online Teaching by Portland Community College Online Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.