Introduction
Definition of Online Course Modes at Penn State
- Hybrid: 25-50% Remote (H2): Class will meet in person and remotely. 25-50% of the class will be taught remotely synchronously or asynchronously.
- Hybrid: 51-74% Remote (H5): Class will meet in person and remotely. 51-74% of the class will be taught remotely synchronously or asynchronously.
- Hybrid: 75% and up Remote (H7): Class will meet in person and remotely. 75-99% or more of the class will be taught remotely synchronously or asynchronously.
- Remote Asynchronous (RA): Class meets remotely. 100% of the class will be taught remotely asynchronously. Previously labeled WEB in LionPath.
- Remote Synchronous (RS): Class meets remotely at days/times listed. 100% of the class will be taught remotely synchronously. Instructors can offer up to less than 25 percent of a Remote Synchronous class remotely asynchronously, a flexibility to manage their own absences, whether due to illness or other unavoidable circumstances, during travel, or for pedagogical reasons.
- Video-Receiving (VR): Shared class that a campus receives at days/times listed. 100% of the class will be taught remotely synchronously. Instructors can offer up to less than 25 percent of a remote synchronous class asynchronously, a flexibility to manage their own absences, whether due to illness or other unavoidable circumstances, during travel, or for pedagogical reasons. Only for the Digital Learning Cooperative (DLC).
- Remote Blended (RB): Class meets 100% remotely. The class will be intentionally taught remotely combining asynchronous and synchronous (at days/times listed) instruction.
For more information on course modes, visit the University Registrar website.
Consideration of Student Expectations
Students should not expect online or hybrid courses to involve less interaction than traditional courses. Instructors should devote time and resources to ensure that online student-to-student and student-to-faculty interactions are fostered. This includes but may not be limited to:
- Informing students and setting aside times during the day/week where the instructor will be online (office hours)
- Incorporating interactive activities to help students learn about their peers
- Using course communication software to allow for question and answer interaction, and online discussion forums
- Ensuring that all communications from students online are at least read by the instructor, if not responded to
- Mediating course-related student conflicts
- Adhering to any FERPA requirements
- Revising the course content and instructional materials based on student feedback
- Communicating expectations of student course behavior
- Communicating to students, being aware of, and monitoring institutional academic integrity policies
- Reporting grades to both students and to the University via LionPath
Students should not expect online or hybrid courses to be easier than traditional courses. Instructors must ensure that course rigor is maintained in the online or hybrid environment.
Before a course is offered, students should be provided with:
- A sample course syllabus
- Grading policies including how the final grade will be determined
- A schedule of deadlines for readings and assignments
- Expected student content and technical competencies/readiness
- Expected student workload (e.g., number of hours of work a week for the class)
Technical and other issues in accessing online and hybrid courses are inevitable. Instructors should ensure that students have access to enrollment support, advising, the technical helpdesk, and disability services.
Copyright Issues
Online and hybrid courses must adhere to current University policies for the use of third-party copyrighted material or have evidence of appropriate copyright clearance. The standard statement of University policy on copyright compliance should be provided in an easily accessible location. In addition, online and hybrid course developers should be cognizant of any copyright agreements established between the course developer and the University. For guidance, course developers should refer to any signed agreements between the developer(s) and the University, as well as Penn State policy IP03 Courseware (Formerly RA17) at: policy.psu.edu/policies/ip03.
Course developers and instructors should be aware that:
- Course content developed is transferable by the course developer if he or she leaves Penn State
- The University has the right to modify developed course content for that specific course as necessary
- The developer of the course content does not also own the online course delivery mechanism
Ensuring Faculty Readiness
All faculty who intend to develop and/or teach an online or hybrid course are strongly encouraged to participate in the faculty development resources available to them through the Center for Teaching and eLearning (CEI) at Behrend and World Campus.
The following guidelines and resources can be used for ensuring faculty readiness and competency in the development of online and hybrid initiatives.
- The course author and the course instructor should be the same person whenever possible.
- Faculty Competencies: weblearning.psu.edu/resources/penn-state-online-resources/faculty-competencies
- Faculty Self-Assessment for Online Teaching: behrend-elearn.psu.edu/weblearning/FacultySelfAssessment
- Hiring Guidelines for Online Course Authors, Instructors, and Lead Faculty: weblearning.psu.edu/resources/penn-state-online-resources/hiring-guidelines
Competencies of an Online/Hybrid Course Author
The author of an online course is responsible for successfully developing online course content and related activities and assessments with the support of a learning design team. The course author should be highly knowledgeable about the subject matter for the specific course that he or she is assigned to develop, keep current with research in that area, and be able to incorporate pedagogical principles and instructional strategies.
The course author will:
- Partner effectively with a learning design team in the development of the online course
- Create course materials and activities that consider the needs of adult and distant learners while addressing the needs of traditional students
- Be eager to share ideas and collaborate with others
- Possess excellent written and verbal skills (requesting writing samples is highly recommended)
- Have the capacity to write in a conversational tone that is in the active-voice, lively, engaging and incorporates humor where appropriate
- Appreciate the time and energy required to produce online course materials
- Appreciate and use the instructional design process in creating an online course
- Be willing to learn and incorporate learning strategies to make content more engaging and effective
- Effectively develop course objectives and explain concepts, principles, procedures, etc.
- Be accepting of feedback, constructive criticism, and new ideas
- Be comfortable with computer-based technology and be willing to learn about new technologies
- Possess excellent organizational skills
- Manage time effectively, meet scheduled deadlines, and produce a completed course within a specified time period
- Be self-motivated with a strong interest in exploring new ideas and trying new things
- Work within a schedule and meet stated deadlines
- Comply with relevant plagiarism and copyright guidelines
Competencies of an Instructor for an Online/Hybrid Course
As with a course that is taught in a traditional classroom environment, the online instructor is responsible for providing an educational atmosphere where students have the opportunity to achieve academic success in accordance with University, College, and departmental policies. Teaching in an online environment, however, can be considerably different in nature than teaching face-to-face. Most importantly, course content is developed in advance of the course’s start date. In effect, the “lecturing” has already been done. This leaves the role of the online instructor to shift focus from “the sage on the stage” to “the guide on the side.”
Like instructors who teach in the face-to-face classroom, online instructors are expected to be highly knowledgeable about the subject matter for the specific course that he or she is assigned to teach and maintain expertise in the subject area. When selecting an online instructor, one should also consider faculty who they feel would thrive in the online classroom.
Online instructors should demonstrate mastery of the following characteristics within the context of the online classroom environment:
- Be aware of the unique learning needs and situations of both traditional age and adult learners, providing an educational experience that is appropriate for both
- Demonstrate sensitivity to disabilities and diversities including aspects of cultural, cognitive, emotional, and physical differences
- Attend to the unique challenges of distance learning where learners are separated by time and geographic proximity and interactions are primarily asynchronous in nature
- Promote and encourage a learning environment that is safe, inviting, and mutually respectful
- Support student success by promoting active and frequent dialog and interaction among all members of the class
- Possess excellent written and verbal skills (requesting writing samples is highly recommended)
- Manage time efficiently while handling a continuous workflow that includes responding to student inquiries and providing feedback on student work in a timely manner
- Monitor each student’s progress toward course goals through active tracking, providing mediation and direction as needed
- Attend to student feedback and make adjustments to teaching style and course expectations where necessary
- Effectively mediate course-related student conflicts
- Be comfortable and competent with computer-based technology, including mastery of basic computer operations and the teaching and administrative aspects of the course’s learning management system
Approval, Development, and Assessment of Online/Hybrid Courses
The following pages outline the processes for approving, developing, and assessing online and hybrid courses at Penn State Behrend.
