This workshop session explored the basics of creating and teaching an online course. The session began by describing the various types of online modalities – asynchronous, hybrid, synchronous, etc. – and proceeded from there into a discussion of how to choose a modality for your particular course. For JD courses, the majority of panelists appear to use an online-hybrid/semi-synchronous modality but MLS programs trended toward asynchronous modality. There was a general disdain for Flex modalities (i.e. letting students Zoom into a live class). Regardless of the type of course, the consensus was that 25 students per course was the ideal with a hard cap at 30. The conversation then turned to how to create an online course – keying lessons to learning objectives and building assessments around these were stressed. Formative assessments, not common in the doctrinal in-person JD courses, were not just common but deemed essential to a successful online course. The panelists utilized a variety of formative assessment methods such as discussion posts, quizzes, group projects, self-assessments, and written assignments. In most cases these assessments counted toward the final grade. Finally, the group discussed some of the engagement challenges that exist in an online course. For asynchronous courses, the primary challenge is when students miss assignments or are not engaging in the materials. The primary way to address this was simply reaching out to the students to resolve the issue promptly. Hosting virtual “office hours” is another way to engage asynchronous students, giving them an option to have a live interaction with the instructor. For synchronous courses, telling the class you will sign-in early or stay after to discuss their questions helps. Utilizing TAs to facilitate communication and questions is another technique. All participants agreed that learning to teach online made them a better in-person teacher.
Monday, July 28, 2025
3:30 pm – 6:00 pm
3:30 pm – 6:00 pm