To help determine your overall readiness to transition your course to online delivery, complete the following self-assessment. Use these questions to identify what type of support you need from CLT.
Section 1 of 5
Level of Technical Expertise
- Do I need help to set up my work environments (hardware and software) to teach remotely? (email@example.com, 757-683-3192)
- What additional technical/instructional skills do I need to learn or brush up on for Blackboard (Bb), Zoom, or any other software? (See a list of CLT Workshops)
- What additional pedagogical and facilitation skills do I need to know more about (facilitating an online discussion, engaging students, etc.)? (See a list of CLT Workshops)
- Will I use the CLT Bb template? What changes do I need to make to the template?
Logistical and Administrative Readiness
- How many students will be in my class?
- Who are my students? Use the “Assess your students’ readiness” survey to learn more about your students.
- How will the number/type of students affect my course assignments and activities?
- How will I help my students succeed as online learners (develop self-regulated learning skills, manage their time, etc.)?
- How will I build in accountability in order to keep my students involved?
Section 2 of 5
- How does online/remote teaching reshape my role and my students’ roles? How will I clarify our respective roles?
- How does online/remote teaching affect my course content and pedagogical style, or even my teaching persona?
- What are some of my assumptions about online learning and teaching?
- What factors could influence the quality of my students’ learning experiences in an online course (my presence, time, dedication, willingness to learn new things)?
- What F2F teaching practices can or cannot be transferred to online/remote learning?
- How are students going to learn in a time of uncertainty, trauma, and anxiety?
- Is my class offered synchronously or asynchronously? How will the course be delivered? (time, date, frequency)
- How will I build flexibility into my schedule to plan for uncertainties or current events?
- What are some practical ways that others have found to work and teach from home?
- Have I shared my contact information, mode of communication, response time?
- What additional policies do I need to add to my syllabus?
- What are my course expectations? (attendance, participation, etiquette, late work, makeup, grading criteria, etc.)
- Do I need to review/tweak my course’s learning objectives?
- How will I conduct my office hours using Zoom?
Section 3 of 5
- How will I align my course objectives with my course content, assignments/activities, and assessment?
- Do I need to use video/audio or text and graphics to welcome my students to the course?
- Do I need to revise my course structure and sequence?
- What is the best way to deliver my course content (recorded lectures, live lectures using Zoom, hybrid, etc.)?
- How will I ensure that my course content meets accessibility laws/guidelines?
- What additional content will I reuse (open education resources, TED Talks, YouTube videos, etc.)?
- What course materials do I need to create? What type of help do I need?
- How will I scaffold, guide, and stage my learning activities?
- How will I involve my students in contributing to the design of the course?
- How many assignments/activities will I have per week?
- What type of assignments are required or optional?
- Which assignment can I drop if we face another emergency?
- How do I plan to assess the achievement of my course learning objectives? Am I going to use learning checks?
Section 4 of 5
Engagement, Interaction & Feedback
- What do I need to do to keep my students engaged with my course content (send weekly emails, post announcements and reminders, manage structured discussions with clear prompts, etc.)?
- How will I build guideposts into my syllabus, course-management system, and class meetings to help my students stay on track (due dates, reminders, checklists, etc.)?
- How will I facilitate my students’ interaction with me (email, VoiceThread, discussion, etc.), with the course content (formative assessment/learning check, etc.), and with each other (discussion, group project, etc.)?
- How will I provide timely, meaningful, and consistent verbal and written feedback?
- How will I monitor my students’ progress?
- What type of exams should I give to my students?
- What types of low-stakes assessment (formative) and high-stakes assessment (summative) will I include?
- Do I need to revise my grading structure?
- Do I need to proctor my exams, or have students use a third-party proctor? Why?
Section 5 of 5
- How can I apply CLT’s Quality Assurance Checklist?
- How will I involve my students in reviewing the course and catch any confusing assignments?
Online Faculty Learning Community
- Where can I learn from and share ideas with my colleagues (Online Faculty Learning Community)?