How to Do It? Set aside a discussion board in the course site soliciting (anonymous) feedback on the course and respond publicly to feedback (See Kleinman (2005) for examples) Incorporate student course evaluation data into your teaching Encourage and reward students to report substantive errors in the course (Ragan & Terheggen, 2003) (See Example 1) Complete faculty evaluations to provide feedback for future course redesign if there is any (See Example 2) Reward Students for Reporting Errors in Course Explanation To ensure that courses are responsive to rapidly changing technologies and applications, challenge students to discover substantive errors, and award a modest (i.e., 10 points out of 500 total) “finder’s fee” to those who discover and report such errors. BenefitsProvides students with an incentive to aid in the improvement of course material Enhances student self-esteem and sense of appreciation and contribution LimitationsFaculty may resist rewarding students for locating errors Academic culture may be a barrier Strategy may trivialize the learning process and may be inappropriate for upper- level courses May create a bias judgment Rating2 (Faculty rated strategies on a 5 point scale, a rating of 5 is the highest for a strategy with excellent effectiveness) Soliciting the help of students in finding course errors and rewarding them for submission of errors reduces faculty workload in course review and updates.Source: Ragan, L.C. & Terheggen, S.L. (2003). Effective workload management strategies for the online environment. Retrieved July 6, 2006, from Penn State World Campus Web site: http://www.worldcampus.psu.edu/pdf/fac/workload_strat.pdf Faculty End of Course Survey from the College of Liberal Arts 1. How would you rate your overall experience in teaching your online course on a scale of 1 to 7? ___lowest ___ ___ ___ ___ ___ ___highest2. How well do you think students liked this online version of the course in comparison to a resident version?They liked it much better They liked it somewhat better There was no difference in their satisfaction with the course They liked it somewhat less They liked it much less3. Overall, how well did students in this course do in comparison to how students do in your resident sections? Why do you think that is?4. Were there any specific tools or learning activities that you thought were particularly effective in this course? Please describe.5. Were there any specific tools or learning activities that did not work as well as you had hoped in this course? Please describe.6. What changes would you like to make to this course for the next offering? Please list in order of priority.7. Teaching this course took: (don't include time spent developing the course)Substantially more time than teaching the same course in residence Somewhat more time than teaching the same course in residence About the same amount of time as teaching the same course in residence Somewhat less time than teaching the same course in residence Substantially less time than teaching the same course in residence8. How well did the Course Management System perform for this class?Constant problems and frustrations Occasional problems Reasonably reliable Worked well, few problems Solid, no problems9. As much as possible, we'd like to teach online courses without using in-person proctored exams. If your course currently has proctored exams, do you think this change would work for your course?Yes, definitely Probably, I'd like to talk about some ideas Not sure, but would like to discuss it Probably not, but we can talk about it Definitely not Not applicable to my course10. What one piece of advice would you give to a faculty member teaching online for the first time?11. Would you recommend teaching online to another member of your department? Why or why not?