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Teach Online at Hostos

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Overview

Online learning is a flexible style of instruction that allows students to access course materials, engage with professors and fellow students, and finish homework online. Online courses can be either asynchronous, where students can work at their own pace, or synchronous, where they must log in at certain times. There are also online mix classes, which include asynchronous and synchronous components, as well as hybrid courses, which blend online and in-person learning. Along with online discussions and exams, multimedia tools including podcasts, films, and interactive software are frequently used in online learning. It is important to note that the quality of instruction and the educational opportunity should be the same in all teaching modalities.

Hundreds of online courses are offered by Hostos Community College on Blackboard, and this number is steadily increasing, with more faculty and students opting to engage in online learning. A Learning Management System (LMS) used for online course management is Blackboard. Students who are enrolled in an online course use their CUNYfirst account to log into and access their courses on Blackboard at any time of day.

The Office of Educational Technology has curated resources and materials to assist you in designing and delivering online courses. You can browse through the resources below.

What are the Advantages of Teaching Online?

Online courses allow instruction to be available to a broader range of students. Both faculty and students have the flexibility of accessing course content off campus as long as they have an internet connection.

Methods used in a conventional classroom often have a digital equivalent. For example, faculty lectures can be captured on video, and Q&A sessions can be facilitated in an online forum.

Online instruction does not substitute for the need for an effective educator. This is why faculty and instructional designers consider how to use the digital tools available to design effective and challenging online courses for a range of student abilities.

Faculty can leverage technology to enhance student engagement by using tools designed to improve communication, collaboration, and work habits. Integrating multimedia resources is a way to supplement textbooks and deepen understanding.  Students can reach out to peers for support by posting questions at any time of the day. In hybrid courses, faculty maximize the value of time spent together in a classroom by asking students to review materials and complete exercises online prior to class.

Students are required to engage with content with more autonomy, and to demonstrate a substantial degree of self-motivation in order to meet the learning objectives of a course.

In designing an online course, faculty can consider the ways in which they can increase and sustain student motivation. Examples include:

  • emphasizing new ways to interact with each other and the course content,
  • helping students identify meaningful problems,
  • offering some level of choice in their learning process.

Prerequisites

To enter the certification process, you should meet the following criteria:

  • teach a class you would like to turn into an online course for the following semester
  • get permission from your Department Chair to teach in the Online modality

Choose the Modality

CUNY Modes of Instruction

Teaching modalities represent different formats of learning content based on when and how instructors engage with students.  Familiarize yourself with the recent changes in CUNY’s definitions of teaching modalities.

In-Person

Choose the Course Design Framework

Teaching and learning frameworks provide models for achieving course learning outcomes, creating the syllabus, and (re)designing the curriculum.

DESIGNING THE ONLINE COURSE STRUCTURE

Suggested Teaching & Learning Frameworks

All courses, regardless of modality, should be designed with the same learning objectives in mind to provide equal opportunity for student success. The Revised Bloom’s Taxonomy framework is a great tool for writing impactful, student-centered learning objectives.

We recommend Backward Design for designing a robust and flexible course structure that can be easily adapted to multiple teaching modalities.

The Community of Inquiry (CoI) emphasizes collaboration in the learning process and delineates the importance of social, cognitive, and teaching presences in constructing the learning experience. This is particularly relevant to online courses with a strong asynchronous component.

ENGAGING STUDENTS ONLINE

Suggested Teaching & Learning Frameworks and Instructional Design Models

Ensuring high levels of student engagement is a top priority for educators and institutions alike. Course-building frameworks provide a structured approach to course design that emphasizes active learning, collaboration, and student-centered instruction. By incorporating these frameworks your online teaching practices, you can create courses that are engaging, relevant, and effective in promoting student learning.

TECHNOLOGY INTEGRATION

Suggested Teaching & Learning Frameworks

If you are looking to integrate technology into your online learning, there are a wealth of resources available to support you. These resources can help streamline the process and enhance the overall learning experience. You can use video conferencing tools, online collaboration platforms, and multimedia content to facilitate communication, promote collaboration, and provide your students with a more dynamic learning experience. Whether you are looking to incorporate a single tool or develop a comprehensive technology integration plan, these resources can help you achieve your goals and create an engaging, effective online learning environment for your students.

INCLUSIVITY AND EQUITY

Suggested Inclusivity & Equity Resources

Creating an inclusive and equitable online learning environment is crucial for ensuring that all students have the opportunity to succeed. To support educators in this effort, we have compiled resources that promote inclusivity and equity in online learning. These resources can help you identify and address potential barriers to learning, such as language barriers, access to technology, or learning disabilities. Additionally, they can help you develop strategies for promoting diversity and cultural awareness, and for creating a learning environment that is welcoming to all students, regardless of their backgrounds or experiences.

Develop Your Course: Course Online Learning Guidelines

Course Design Tips & Guides

Online Discussions Doctor

The Online Discussions Doctor is a diagnostic tool for improving lackluster asynchronous, forum-based discussions. It’s intended to help you answer the question, “Why aren’t my online discussions as lively, fruitful, and deep as my classroom discussions?”

Best Practices for Online Course Delivery

The following Instructor Performance Expectations are considered best practices. They identify the minimum level of interaction and management needed between students and instructors to maintain a quality online learning environment.

FACULTY SUPPORT

Online Teaching Certificate Programs

Open books, reading glasses, and an iPad

FACULTY SUPPORT

Course Design Consultation

In the one-on-one consultation with the EdTech Instructional Designer (ID) consultation, you’ll have an opportunity to discuss your ideas and expectations for developing a face-to-face, hybrid, or online course. Instructional Designers advise faulty on the application of the course design models and course development.

In the one-on-one consultation, Instructional Designer will also:

  • Guide you through the steps of course development
  • Assist you in developing learning objectives
  • Advise you on how to align course content with learning objectives
  • Help you create the assessment schema for your course
  • Train you on how to build your course on Blackboard
  • Recommend appropriate technologies to enhance instruction and learning activities

Technical Tools

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