- About CEE
- National Day of Remembrance and Action on Violence Against Women
- Reflections on Inclusion in the Classroom Week
- Fostering connection and practicing kindness
- Can you teach dance remotely?
- A student’s perspective: How two instructors created connection online
- Welcome to your new Zoom classroom
- Kevin Lam: “Students appreciate every little thing we do that shows that we care”
- Sheri Fabian: “I embraced a flexible approach”
- Sarah Johnson: “The biggest change I made was to switch to asynchronous delivery”
- Nicky Didicher: “I’m finding my job less exhilarating”
- Mark Lechner: “You have to be OK with things going sideways”
- Nienke van Houten: “They really valued my clear and upfront approach”
- How can we support remote instruction at SFU?
- Crowdmark: A more efficient way to grade student assessments
- The unexpected benefits of a shorter syllabus
- Photo gallery: Talking shop at Teaching Matters
- Watch the video: Faculty members discuss SFU's new instructor-led online course model
- Bridges and booster rockets: CEE's new senior director talks about teaching support
- Meet the Centre for Educational Excellence leadership team
- A biology instructor rethought her students’ role—and her own
- Photo gallery: SFU’s 24th Annual Spring TA/TM Day
- Photo gallery: SFU's 9th Annual Winter Warm-up
- If you build it, will they come?
- “My students didn’t look like they were having fun”: Three additions to the TA/TM Stories podcast series
- View the furniture, share your thoughts—online
- An upgraded Canvas Gradebook is coming in January
- Share your thoughts on the furniture in SFU classrooms
- DEMOfest presenter slides
- Photo gallery: 5th Annual DEMOfest
- Teamwork needs to be taught
- TA/TM Stories: Three new podcasts explore the teaching experiences of grad students
- Can it be done? A math instructor attempts to indigenize her course
- Answers to your questions about SFU's new approach to online education
- Photo gallery: The CEE Open House
- Do you know your faculty teaching fellow?
- Instructor-led online courses: How one faculty member prepared for the new model
- Photo gallery: SFU's 34th Annual Fall TA/TM Day draws a crowd
- Connecting people and crossing artificial divides: An interview with Elizabeth Elle
- Sessional instructors can now be included in online course evaluations
- Don't say this to your class—a student shares his experience
- How one lecturer is using podcasts to make course concepts more real in her online course
- Photo gallery: Rain, burgers and smiles at the 2019 President's Employee BBQ
- Five questions and answers about the creation of CEE
- A redesign made this course more engaging for students—and the instructor
- CPUTL: A graduate student describes her experience
- CEE Staff Login
Instructor-led online courses: How one faculty member prepared for the new model
By Jackie Amsden, Centre for Educational Excellence
A new course model for online learning is being piloted this fall at SFU. Under this model, online credit courses are “owned” by academic departments instead of a specialized online education unit and are taught by instructors rather than facilitated by tutor-markers and course supervisors.
And while many instructors are still figuring out what teaching with the new model looks like, one faculty member has a very clear idea of what the change has meant in terms of course prepping.
Suzanna Crage, a senior lecturer and undergraduate program chair in the Department of Sociology & Anthropology, is currently teaching SA 150 C900: Introduction to Sociology—a course she previously taught face to face.
Online is different
“Learning online is different than in person,” says Crage. “When I took on the role of leading SA 150 C900: Introduction to Sociology, I wanted to make sure I offered my students an effective learning experience, so I put a lot of work into revising the course to make sure they do.”
Her approach to modifying her face-to-face course for the online environment? Rethinking both course content and learner engagement.
Stripping it down, then building it up
“You can’t expect a student to listen to a two-hour lecture recording. If you think about it, there are all kinds of things that are happening in a face-to-face setting that keep them engaged that just aren’t there when they are online, like active learning activities, conversation—and even a joke or two from the instructor. This means you can’t teach the topic in the same way. So, the first thing I did was strip my course to its most essential concepts, before building it back up for the online version.”
Crage explains that identifying explicit objectives for each week helped her to decide which material was not essential to the course—such as particular concept examples—and then, when needed, to redesign content so it would fulfill the same objectives in an online setting. Instead of lectures and tutorials, she teaches students through a combination of eight-to-10-minute videos, written modules, online discussions that she facilitates, and announcements that highlight discussion themes and add content in response.
Letting learners take the lead
Another key part of her preparation: incorporating opportunities for students to shape the course.
“I want my course to fit to the students, instead of the students fitting to it, so I designed opportunities for them to determine what comes next. In one part of the course, a module currently says, ‘You have read ahead too far. This page hasn’t been determined, yet.’ ” That’s because the content of this module is going to be dictated by the results of a survey the students take a week earlier.”
Alan Doree, a program director with the Centre for Educational Excellence who helped design the new course, says, “It’s exciting to see how instructors are making the new online courses into such rich teaching and learning environments for their students, and I look forward to seeing how other faculty choose to approach their own courses.”