Best Practices for eLearning Instruction

In order to ensure Virginia Tech standards of quality, IDDL asks distance learning instructors to follow a set of course development guidelines. Additionally, in order to make sure IDDL provides necessary support to both students and instructors (e.g., course timetable listings, enrollment, syllabi inclusions and technical assistance), we ask those planning new courses to contact IDDL's instructional design staff as soon as possible. Virginia Tech adheres to the Best Practices for Electronically Offered Degree and Certificate Programs as endorsed by the Commission on Colleges of the Southern Association of Colleges and Schools. More Info

Virginia Tech is well known for high academic standards and instructional excellence. To ensure that our distance courses meet these rigorous standards of excellence IDDL asks instructors to meet the following guidelines:

• The quality and quantity of work for distance and on-campus courses should be comparable.

  Courses offered by Virginia Tech are rigorous. Regardless of delivery mechanism or modality, similar courses will be comparable in the quality (grading standards and course objectives) and quantity of student effort required (similar time to complete assignments).

• Instructors should attend at least one distance learning orientation session.

  These sessions will familiarize you with technology options, train you to use the technology, and discuss effective instructional practice in the distance environment. IDDL offers numerous workshops and one-on-one training sessions. To talk to IDDL staff about options, request our services or call us directly.

• Instructors should clearly communicate specific course objectives to their students.

  Clearly stated course objectives enable students to read what they will be expected to do as a result of the instruction before they begin the course.

• Instructors should make a course syllabus available to students.

  The syllabus lists all class meeting times, graded work, tests, texts, and required student behaviors. The syllabus enables distance learners to determine if they will have the resources: mental, temporal, and monetary, to succeed.

• Interactive videoconferencing instructors should have an accompanying website for all IVC courses.

  A website is an integral part of the instructional environment of an interactive videoconference class and ensures minimal confusion by maximizing opportunities for communication.

• Faculty should communicate with their distance students with reasonable frequency.

  Communication with students is an integral part of the distance learning experience. Faculty should commit to a program of communication that, while not placing undue demands on their time, keeps the students informed and motivated.

• Courses should be evaluated by students using Virginia Tech's standard distance learning instructor/course evaluation forms.

  As with any course at Virginia Tech, upon completion of the course students are required to evaluate the course and the instructor using standard assessments. IDDL makes a form available to all students via an online system.