- Online course syllabus
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Research emphasizes that an online course syllabus should function as a:
- contract
- communication tool
- learning aid
Contents
Contract
Slattery & Carlson (2005) [1]describe the syllabus as a "contract between faculty members and their students, designed to answer student's questions about a course, as well as inform them about what will happen should they fail to meet course expectations" (p. 163). Habanek stresses the importance of the syllabus as a "vehicle for expressing accountability and commitment" (2005, p. 63).[2]
Communication Tool
Due to the separation in time and space between the instructor and students in online courses, regular communication is critical. Parks & Harris (2002)[3] state that problems can occur due to course expectations that are unclear or not communicated. In addition to providing contact information, the syllabus should also describe the instructor's preferred method(s) of communication.
Learning Aid
Parks & Harris suggest "a syllabus can serve students as a model of professional thinking and writing" (2002, p. 58)[3]. They also believe effective learning requires a complex interaction of skills, such as time management, prioritization of tasks, technology use, etc., and that a syllabus can promote the development of these skills.
Habanek (2005)[2] identifies the need for instructors to provide learning outcomes and the methods students will use to realize these outcomes. Slattery & Carlson (2005)[1] promote using action verbs (identify, analyze, evaluate) as opposed to passive verbs (learn, recognize, understand) when creating course goals.
References
- ^ a b Slattery, J.M.; Carlson, J.F. (2005). "Preparing an effective syllabus: current best practices.". College Teaching 54 (4): 159–164.
- ^ a b Habanek, D.V. (2005). "An examination of the integrity of the syllabus". College Teaching 53 (2): 62–64.
- ^ a b Parks, J.; Harris, M.B. (2002). "The purpose of a syllabus.". College Teaching 50 (2): 55–61.
See Also
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