Online Course Support

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Online Course Support – In 2008, the University of Utah launched its first online course support services under the name UOnline. Led by Cory Stokes, Director of the Technology Assisted Curriculum Center (TACC), this initiative explored more flexible approaches to student learning. Around 200 online courses were created in the first years of the experiment.

In 2014, former University President Ruth Watkins commissioned Cory Stokes, then Associate Dean of the Office of Undergraduate Studies, with the launch of the comprehensive UOnline.

Online Course Support

And online critical general education courses as part of a strategic vision to create an integrated university with a mix of online and on-campus offerings to help students stay on campus and accelerate complete their qualifications. Stokes oversaw the launch of the first UOnline programs and built the university’s basic infrastructure, partnerships, and online growth services. That year, the Bachelor of Social Work became a UOnline undergraduate program.

Making The Difference

Between 2014 and 2020, the University of Utah created hundreds of online courses and offered a mix of 20 undergraduate and graduate programs managed and marketed under the UOnline brand and supported by the Digital Learning Services team overseen by Cory Stokes. Starting in 2020, UOnline undergraduate tuition is set at a special rate for both in-state and out-of-state students who have officially announced UOnline. That first year saw 300 students enroll in UOnline as an online student. Most were transferring or returning to the U to finish their degrees; Forty percent of that group graduated within one year.

In 2021, Stokes and the Digital Learning team joined the University’s new division, University Connected Learning (), headed by Vice Provost and Dean Deborah Keyek-Franssen. The integration under UOnline has greatly increased the level of support and resources available for online programs. As of 2022, UOnline now has a support staff consisting of full-time program management, audio-visual design teams, and teaching that provide a seamless experience for departments looking to create online program grants.

By fall 2022, UOnline had 30,244 online class enrollments, 82,373 online credit hours earned, and 15,775 students taking online classes. And it’s still growing.

UOnline provides students with access to the University of Utah’s high-quality online programs, excellent faculty, and many support services to help them succeed in their studies. One of the key benefits of UOnline is the flexibility it offers. Students can complete their coursework concurrently during the regular semester. Flexibility is especially important for non-traditional students, who may not be able to attend classes within their schedule.

Online Course Design

UOnline courses are taught by renowned university professors, meaning students receive the same high-quality education as their on-campus counterparts. UOnline students also have access to a variety of support services, including online orientation to help students adjust to online learning, academic advising, career services, and technical support, ensuring they have the resources they need to succeed. UOnline offers students a variety of degree programs to choose from, including undergraduate and graduate programs in fields such as nursing, social work, business, and education. These programs are designed to meet the needs of students at all levels of their academic career, whether they are just starting out or looking to continue their education with a higher degree.

UOnline not only benefits students but also provides new opportunities for teachers to communicate with students. Faculty members who teach UOnline courses are able to explore new and innovative ways to deliver course materials, using digital tools and resources to enhance the learning experience for students. Instructional design experts work closely with faculty to create a challenging and engaging online course, giving students the best learning experience possible.

Currently, only UOnline undergraduate and newly launched graduate degrees can use the PeopleSoft UOnline Program markup. With campus-wide partners, this ensures accurate communication with departments and announced online students, provides the same University Connected Learning service for all online programs, and improving business processes. UOnline systems programs set different levels of graduate tuition than main campus programs, and they get to set the same graduate tuition for residents and non-residents alike. In addition, these programs are entitled to the distribution of income UOnline 70/20/10 (department/central/).

Departments working with UOnline will also receive marketing and communications support, with increased funding for marketing & communications and student outreach services for the future. They have also benefited from improved data collection and online student identification, which will lead to better communication with students and more accurate reporting.

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In addition to providing students with a high-quality education, UOnline also benefits the state and region by expanding access to high-quality education. Online courses and degree programs allow the university to reach a large audience of students, including those who are unable to attend in-person classes. This increased access to education helps promote greater social and economic mobility, as students can obtain qualifications and acquire the skills needed to succeed in their careers.

UOnline aligns with the University of Utah’s core values ​​of student success and engagement, teaching excellence, diversity, community, and leadership. is committed to providing the personalized support, engaging learning experiences, and teaching and design excellence needed to increase access to the university and help students begin and complete their degrees. Online learning and in-person tutoring are fundamentally different, requiring very different approaches. In addition, post-secondary institutions are called upon to consider fundamental priorities, such as international design, anti-racism, and reconciliation. This chapter will address key considerations and processes that not only define online teaching, learning, and assessment but also shape the future of Ontario’s universities and colleges.

This chapter does not attempt to replicate the vast body of knowledge available when guided by the key considerations presented here. What it aims to do is channel this wealth of knowledge to get a sense of the big picture and lead program and course design with key considerations in mind. In other words, this chapter provides guidance on key considerations for your in-depth research and application.

Much of this knowledge and experience may well come from your team. Module 1 of this module, “Getting Started with Collaboration” as well as “Collaborating in Creating an Online Learning Lifecycle and Ecosystem” in Module 1, introduced the various components, roles, and positions often involved in course design. Online and development. There is a strong connection between the various roles in that list and the key considerations in this chapter. Your team and those you consult with during course design each bring their own wealth of knowledge related to the key considerations presented here. Their work serves to navigate, integrate, and focus these elements during the course design process. While this chapter may orient you, it is the members of your team who will bring unique and valued perspectives to these considerations relative to your program, courses, and institutional contexts.

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This chapter focuses on Feedback, Continuous Improvement, & Sustainability; Educational Technology Package; Instructional Design & Instructional Technology Experience; Course Design; Teaching and Learning; Course Design; College Experience & Preparation; Student Support Systems; and Policies and Procedures for local program components of the online program. Read more about the ecosystem in Module 1, Chapter 1: Collaborating to create the online learner life cycle and its environment

There is a common misconception that online courses are the same as in-person or face-to-face classes: that they are the same but take place online. Inexperience and the rush to get something up and running often leads online course designers and instructors to overlook some of the most important differences between these teaching and learning methods (Baldwin & Ching, 2019). By focusing on seven important interrelated considerations for online courses, instruction, and evaluation, program leaders can minimize this error and truly design online.

In addition, some of the considerations presented here take essential elements beyond the diversity of online education to the broader purposes and goals of teaching and learning in higher education. As universities and colleges shift to respond to global priorities, all academic leaders must hold their programs accountable for what is taught, valued, and prioritized.

These considerations are inextricably linked. Focusing on one, the connection to other considerations will soon become clear. For example, the characteristics that define the quality of online courses should include accessible content and universal design. In this first section, each consideration is briefly presented. After this section, each consideration is brought to the forefront for elaboration, where we present basic concepts, recommend follow-up tools, and prompt reflections for in-depth exploration and practice.

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What is a high quality online course? How do we measure, deliver, and guarantee a quality online course? These important questions have driven many groups to develop standards and texts as guidelines and measures for high-quality online teaching and learning.

Common sources include Quality Matters, the Online Education Consortium, or institutionally developed frameworks, such as Seneca College’s Quality Framework for Designing and Delivering Online Courses and the University of Waterloo’s Quality Guidelines.

Although there are different formats available,

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