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Tips and Tricks for Online and Hybrid Courses

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Tip # 3 - Think of the Course from the Student’s Perspective.mountain climbers

  • Provide an effective orientation to the course and course tools
  • Ensure a clear and thorough syllabus
  • Use a Grading Rubric and other Assessment Tools that Clarify Standards and Offer Support for Learning.

Trick # 3 – Don’t reinvent the wheel.

  • Discover what orientation tools and help information are available online, and point students to them. For example:
  • Use 4faculty.org Module 105: Building Your Syllabus for resources and ideas about syllabi design
  • Use 4faculty.org Module 107: Grades and Tesing for information on rubrics and assessment
  • Check publisher resources for test banks, etc.
  • Think about Bloom’s Taxonomy and how it applies to your students.

    The work of Benjamin Bloom and his collaborators (Bloom, et al., 1956) had significant impact on educational research and practice. 

    Bloom's work identified three "domains" of educational activities: the Cognitive Domain, Affective Domain and the Psychomotor Domain.  His work on the Cognitive Domain resulted in his highly influential Taxonomy.  It attempts to divide cognitive objectives into subdivisions ranging from simple to complex. The taxonomy categorizes the level of abstraction of questions that commonly occur in educational settings. For those developing assessment tools it is particularly helpful as it categorizes test questions.


    • Competence

    Skills Demonstrated

    Knowledge Observation and recall of information including dates, events, places, major ideas and mastery of subject mater

    Question Cues:
    list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

    Comprehension understanding information, grasping it meaning, translating it into next context

    interpret facts, compare, contrast

    order, group, infer causes and predict consequences

    Question Cues:
    summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

    Application

    use information, methods, concepts, theories in new situations

    solve problems using required skills or knowledge

    Questions Cues:
    apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

    Analysis see patterns, organization or parts, identify components and recognize hidden meanings

    Question Cues:
    analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

    Synthesis use old ideas to create new ones

    generalize from given facts and relate knowledge from several areas

    predict, draw conclusions

    Question Cues:
    combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what it?, compose, formulate, prepare, generalize, rewrite

    Evaluation compare and discriminate between ideas, assess the value of theories, presentations

    make choices based on reasoned argument

    verify value of evidence

    recognize subjectivity

    Question Cues
    assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

    * Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green. 

    For another way of looking at Bloom Click Here.


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