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Resources

Below you’ll find a number of useful resources to help you develop and teach a robust, engaging online course. We’ve assembled a selection of academic research, best-practices guides and practical tools to help best shape your content for online delivery, develop robust assessments, and engage with your students.

UNCG Support

Want to discuss your course with an expert? Consult with your school’s ITC. If your school does not have an ITC, email UNCG Online at online@uncg.edu.

Bryan School of Business: Aprille Black, Rob Owens

College of Arts and Sciences: Anita Warfford

UNCG Online: Chris Dunst, Matt Loyd, Miranda Lim, Susie Boles, Kisha Carmichael-Motley, Nathan Myers

School of Education: Sandra Bates-Hart, Tracey PattersonCarla Wilson

School of Health and Human Sciences: Michelle Folkman, Pam Howe

College of Visual and Performing Arts: Daniel Rice

School of Nursing: Joy Pine-Thomas

Informational Technology Support and Training: Anika Trahan

Technical Support: ITS 6-TECH

The University Teaching and Learning Commons Teaching Innovations Office (TIO) advances and celebrates learning that is inclusive of UNCG’s teaching heritage. Teaching tips newsletters, events, workshops, and more are available to UNCG faculty and staff.

UNC Greensboro offers https://accessibility.uncg.edu/ as a hub for web accessibility support services and educational resources for faculty, staff, and students. You can also contact the Accessibility Coordinator, the Office of Accessibility Resources & Services (OARS) at either 336.334.5440 or oars@uncg.edu.

Other on-campus resources include Jackson Library, The Digital Acts Studio (DACTS), and the Digital Media Commons (DMC).

UNCG Support Documents

Quality Matters Checklist  

Accessibility Checklist for Online Courses

Resources by Module


Download a 1-page key takeaways handout for the Plan module.

Assess Teaching and Learning. Carnegie Mellon University. Retrieved from http://www.cmu.edu/teaching/assessment/index.html

Blanchard, K. & Johnson, S. (1981). The One Minute Manager. New York, NY: Berkley.

Bloom’s Verbs and Matching Assessment Types. 2001. St. Edward’s University Center for Teaching Excellence. Retrieved from https://www.moreheadstate.edu/getattachment/College-of-Education/Teacher-Education-Services/Cooperating-Teachers-and-University-Supervisors/Blooms-Verbs-and-Assessment-Types.pdf.aspx?lang=en-US

Canvas Instructor Tutorial Guide. University of North Carolina at Greensboro. Retrieved from https://uncg.instructure.com/enroll/BJY64E

Characteristics of Good Learning Outcomes. University of Toronto, Centre for Teaching Support & Innovation. Retrieved from http://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/characteristics-of-good-learning-outcomes/

Chiesl, N. (2007). Pragmatic Methods to Reduce Dishonesty in Web-Based Courses. Quarterly Review of Distance Education, 8(3), 203-211.

Hara, B. (2010). Graphic Display of Student Learning Objectives. The Chronicle. Retrieved from http://chronicle.com/blogs/profhacker/graphic-display-of-student-learning-objectives

Johnson, S. D., & Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New directions for adult and continuing education, 100, 31-43.

Learning Outcome Assessment Matrix. UCLA Office of Instructional Development. Retrieved from https://oid.ucla.edu/resources/teaching-resources

Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.

Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Educational Media International, 40(1-2), 127-138.

Michael, T. & Williams, M. (2013). Student Equity: Discouraging Cheating in Online Courses. Administrative Issues Journal: Education, Practice, and Research, 3(2). Retrieved from http://www.swosu.edu/academics/aij/2013/v3i2/michael-williams.pdf

Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137-143.

Noel-Levitz (2014). 2014-2015 National Online Learners Priorities Report. Coralville, Iowa. Retrieved from https://www.ruffalonl.com/papers-research-higher-education-fundraising/student-retention-white-papers-and-trend-reports/national-satisfaction-and-priorities-reports/archive

Olt, M. R. (2002). Ethics and distance education: Strategies for minimizing academic dishonesty in online assessment. Online Journal of Distance Learning Administration, 5(3). Retrieved from https://eric.ed.gov/?id=EJ657819

Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54(4), 1020-1027.

Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer72/rowe72.html.

Schwartz, M. (2012). “Creating Effective Assessments.” Ryerson Learning & Teaching Office’s New Faculty Orientation. Retrieved from http://www.ryerson.ca/content/dam/lt/resources/handouts/examslearningoutcomes.pdf

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. John Wiley & Sons.

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49.

Venable, M. (2014). Who’s Learning Online in 2014? OnlineColleges.Net. Retrieved from http://www.onlinecolleges.net/whos-learning-online-in-2014/

Waller, K. Writing Instructional Objectives. National Accrediting Agency for Clinical Laboratory Sciences. Retrieved from http://ctl.tedu.edu.tr/sites/default/files/content_files/docs/writing-objectives.pdf

Wang, F., & Lockee, B. B. (2010). Virtual Worlds in Distance Education: A Content Analysis Study. Quarterly Review of Distance Education, 11(3), 183-186

Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414-426.

Wilson, L. (2015). Three Domains of Learning-Cognitive, Affective, and Psychomotor. The Second Principle. [blog] Retrieved from http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

Wiggins, Grant P. Jay McTighe. Understanding by Design.  2005. Association for Supervision and Curriculum Development. Link to Google eBook.

Wilson, L. (2015). Three Domains of Learning-Cognitive, Affective, and Psychomotor. The Second Principle. [blog] Retrieved from http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/


Download a 1-page key takeways handout for the Develop module.

Adobe Captivate 8. Adobe.com. Retrieved from http://www.adobe.com/products/captivate.html

Advanced Google Image Search. Retrieved from https://support.google.com/websearch/answer/29508?hl=en

Assessing Learning in Online Courses. Oklahoma State University Institute for Teaching and Learning Excellence.

Betts, K. (2009). Lost in Translation: Importance of Effective Communication in Online Education. Online Journal of Distance Learning Administration, 12(2). Retrieved from: http://www.westga.edu/~distance/ojdla/summer122/betts122.html

Brainshark. PowerPoint Tips & Resources: http://www.brainshark.com/resource-center/powerpoint.aspx#design

Camtasia. Techsmith.com. Retrieved from https://www.techsmith.com/camtasia.html

Chiesl, N. (2007). Pragmatic Methods to Reduce Dishonesty in Web-Based Courses. Quarterly Review of Distance Education, 8(3), 203-211.

Cite This For Me. citethisforme.com. Retrieved from https://www.citethisforme.com/

Copyright at UNCG. UNCG Office of the Provost. Retrieved from: http://copyright.uncg.edu/

Create a Personal Site at UNCG with Google Sites. UNCG Information Technology Services. Retrieved from https://its.uncg.edu/iSpartan/Sites/Create/default.aspx

Creative Commons. Retrieved from: http://creativecommons.org/

Family Education Rights and Privacy Act. UNCG University Registrar’s Office. Retrieved from: http://reg.uncg.edu/policies/ferpa/

Flickr Creative Commons. Creative Commons: https://www.flickr.com/creativecommons/

Luzuriaga, M. (2011). Choosing the Right Font: A Practical Guide to Typography on the Web. tutsplus.com. Retrieved from http://webdesign.tutsplus.com/articles/choosing-the-right-font-a-practical-guide-to-typography-on-the-web–webdesign-15

Michael, T. & Williams, M. (2013). Student Equity: Discouraging Cheating in Online Courses. Administrative Issues Journal: Education, Practice, and Research, 3(2). Retrieved from http://www.swosu.edu/academics/aij/2013/v3i2/michael-williams.pdf

Olt, M. R. (2002). Ethics and distance education: Strategies for minimizing academic dishonesty in online assessment. Online Journal of Distance Learning Administration, 5(3). Retrieved from https://eric.ed.gov/?id=EJ657819

Pappas, C. (2014). The Ultimate eLearning Course Design Checklist. elearningindustry.com Retrieved from http://elearningindustry.com/the-ultimate-elearning-course-design-checklist

Pexels Free Stock Images: https://www.pexels.com/

Pixabay Free Stock Images: https://pixabay.com/

Principles of Assessment. Academic Services, University of Exeter. http://bit.ly/1ksizK3

Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer72/rowe72.html.

Quality Matters Rubric. QualityMatters.org. Retrieved from https://www.qualitymatters.org/qa-resources/rubric-standards

Softchalk.com. Retrieved from http://softchalk.com/

TED Talks. Ted.com. Retrieved from https://www.ted.com/talks

Toolkit: Home. UNCG University Libraries. Retrieved from http://uncg.libguides.com/toolkit/home

The Americans with Disabilities Act (ADA). UNCG Human Resources. Retrieved from http://web.uncg.edu/hrs/Inclusive_Excellence/ADA/

UNCG Digital Media Commons: http://library.uncg.edu/spaces/dmc/

UNCG Library. Instructions for adding e-reserves. https://library.uncg.edu/info/depts/access_services/reserves/AddingeReservestoYourCourseinCanvas.pdf

UNCG Office of the General Counsel. Click-Wraps, Click-Through and Automatic Update Agreements: https://generalcounsel.uncg.edu/click-wraps-click-through-and-automatic-update-agreements/

UNCG Online: The Division of Online Learning. Retrieved from http://dcl.uncg.edu/

UNCG University Policy Manual. Copyright Ownership and Use Policy: http://policy.uncg.edu/university-policies/copyright/

UNCG University Policy Manual. Web Accessibility: http://policy.uncg.edu/university-policies/web_accessibility/

University Relations. UNCG. Retrieved from http://ure.uncg.edu/

U.S. Department of Education. Family Educational Rights and Privacy Act (FERPA): http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Web Content Accessibility Guidelines (WCAG): https://www.w3.org/WAI/standards-guidelines/wcag/

Wikimedia Commons: http://commons.wikimedia.org/wiki/Main_Page

WordPress Multisite Support. UNCG Information Technology Services. Retrieved from https://its.uncg.edu/Web_Development/WordPress_Multisite/

WordPress.org. Retrieved from https://wordpress.org/

YouTube.com. Retrieved from https://www.youtube.com/


Download a 1-page key takeways handout for the Teach module.

Blanchard, K., & Johnson, S. (1981). The one minute manager. New York: Harper Collins.

Crawford-Ferre, H. & Wiest, L. (2012). EFFECTIVE ONLINE INSTRUCTION IN HIGHER EDUCATION. The Quarterly Review of Distance Education, Volume 13(1), 2012, pp. 11–14

Edelstein, S. & Edwards, J. (2002). If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions. Online Journal of Distance Learning Administration, 5(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html

Expectations for participating in online courses. University of Maryland Educational Department. Retrieved from http://www.d.umn.edu/~hrallis/guides/online_learning/expectations.html

Freeman, L. (2015). Instructor Time Requirements to Develop and Teach Online Courses. Online Journal of Distance Learning Administration, XVIII(I). Retrieved from https://www.westga.edu/~distance/ojdla/spring181/freeman181.html

Gabriel, M. A., & Kaufield, K. J. (2008). Reciprocal mentorship: An effective support for online instructors. Mentoring and Tutoring: Partnership in Learning, 16(3), 311-327.

Lear, J. L., Isernhagen, J. C., LaCost, B. A., & King, J. W. (2009). Instructor presence for web-based classes. The Delta Pi Epsilon Journal, 51(2), 86-98.

Liu, X., Liu, S., Lee, S., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. Educational Technology and Society, 13(3), 177-188.

Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Educational Media International, 40(1), 127-137.

Ogilvie, R. A. (2006). Netiquette. Charter, 77(5), 58-59. Retrieved from http://search.proquest.com/docview/195595576?accountid=12725

Online Learning Guidelines and Expectations. College of Business at Illinois. Retrieved from http://business.illinoisstate.edu/downloads/about/10-0839cobethicspolicybooklet3.pdf

Reushle, S. & Mitchell, M. (2009). Sharing the journey of facilitator and learner: Online pedagogy in practice. Journal of Learning Design, 3(1), 11-20.

Schrum, L., Burbank, M. D., Engle, J., Chambers, J.A., & Glassett, K. F. (2005). Post-secondary educators’ professional development: Investigation of an online approach to enhancing teaching and learning. Internet and Higher Education, 8, 279-289.

Shea, V. (2004). Netiquette. Retrieved from http://www.albion.com/netiquette/book/index.html

Student Expectations. University of Wisconsin at Green Bay, Professional Program in Nursing. Retrieved from https://www.uwgb.edu/nursing/admissions/expectations.asp

Sull, E. C. (2014). Your first postings: Always crucial! Distance Learning, 11(3), 39-43. Retrieved from http://search.proquest.com/docview/1625397331?accountid=12725

“What are Analytics for my course?” Canvas Instructure guides. Retrieved from http://guides.instructure.com/m/4152/l/66789-what-are-analytics-for-my-course


Download a 1-page key takeways handout for the Evaluate module.

Adding Questions. Creating Surveys. Qualtrics.com. Retrieved from http://www.qualtrics.com/research-suite/creating-surveys/

Create a survey using Google Forms. Docs editors help. Retrieved from https://support.google.com/docs/answer/87809?hl=en

Hai-Jew, S. (2010) An Instructional Design Approach to Updating an Online Course Curriculum. Educause.edu. Retrieved from 

How do I create a Survey? Canvas Instructure guides. Retrieved from http://guides.instructure.com/m/4152/l/68346-how-do-i-create-a-survey

How to Create a Survey. SurveyMonkey Help Center. SurveyMonkey.com. Retrieved from http://help.surveymonkey.com/articles/en_US/kb/How-to-create-a-survey

Klemm, W. “Eight Ways to Get students More Engaged in Online Discussions.”  Texas A&M University Retrieved from http://www.blackboardsupport.calpoly.edu/content/faculty/handouts/Eight_ways.pdf

Qualtrics FAQs. Retrieved from http://www.qualtrics.com/university/researchsuite/research-resources/other-resources/faqs/