- eCampus Online Course Support Requests and Information
This page provides faculty interested in designing, developing and delivering an online course with detailed information about the process. Please review this information if you want eCampus' support with your online course.
- Designing and Developing Effective Online Courses: An Overview
The content provided here is an overview of the guidelines, design processes, support services, and research based best practices that faculty members can take advantage of as they work with eCampus to create online courses.
- Exploring Online Learning (EOL) Short Course
Exploring Online Learning (EOL) is a two-week asynchronous online short course that provides an opportunity for faculty to experience the online course environment from a student's perspective while preparing to design, develop, and teach an online course.
- Self-Guided Online Course Design and Development
This website contains frameworks, tools, examples, and resources to support UConn faculty in designing, building and teaching a fully online course.
- Self-Guided Hybrid/Blended and Flipped Course Design and Development
This website contains frameworks, tools, examples, and resources to support UConn faculty in designing, building and teaching hybrid/blended and flipped courses.
- eCampus Knowledge Base
With resources and information specific to faculty working with eCampus staff, this site contains information specific to the design, development, and ongoing teaching of UConn online courses.
- CETL Seminars
eCampus offers in-person and webinar training sessions in collaboration with the Center for Excellence in Teaching and Learning. The seminars provide an opportunity to gather with colleagues to listen, discuss, comment, interact, and reflect on a number of topics, many of which are directly related to best practices in online hybrid/blended and flipped teaching.
- Educational Technologies
The Educational Technologies group provides University-wide training and support for instructors using Blackboard HuskyCT, UConn's learning management system.
- About HuskyCT
Created by UITS, this site provides answers to FAQs, getting started guides, and step by step instructions for requesting HuskyCT sites and restoring content.
- Online Course Development and Intellectual Property Agreement
Appendix C of the Collective Bargaining Agreement between UConn and AAUP (July 1, 2017-June 30, 2021) outlines terms of agreement related to intellectual property and ownership of online courses.
- Compensation for the Development of Online Courses
of the Collective Bargaining Agreement between UConn and AAUP (July 1, 2017-June 30, 2021) outlines terms of agreement related to compensation for the development and teaching of online courses.
- Quality Matters Rubric
This Knowledge Base Article explains Quality Matters' role in eCampus course design and development process. It also provides instructions for UConn faculty and staff to create a QM account and use QM resources, including access to the QM rubric. The University Senate Scholastic Standards Subcommittee's Online Course Standards Subcommittee endorses the use of the QM rubric as a guideline for the development of online courses. eCampus uses Quality Matters as a baseline measure of quality in online course design.
Further information on the research supporting the standards can be found at QMProgram.org
- Online Learning Consortium (Formerly SLOAN-C)
The University Senate Scholastic Standards Subcommittee's Online Course Standards Subcommittee endorses the use of the Online Learning Consortium Scorecard as a guideline for the development of online educational programs. To help make quality online education accessible and affordable for anyone, anywhere, at any time, the members of the OLC community share techniques, strategies, and practices in online education that have proven successful worldwide.
Further information available at http://onlinelearningconsortium.org/
- Online Teaching, It Turns Out, Isn’t Impersonal
UConn Associate Professor Gregory Semenza's
reflects on his first experience designing, developing, and teaching an online course in this piece published in Vitae, a service of The Chronicle of Higher Education.
- An Introduction to Teaching Online [pdf]
A well crafted paper discussing key issues around designing online courses, the role of faculty involvement once the course is offered, assessment, communication, technology and other important topics.
- Web Accessibility
A brief guide to best practices in creating accessible online pages. This information is essential for meeting federally and state mandated accessibility requirements.
- Key Elements of Building Online Community: Comparing Faculty and Student Perceptions
This paper describes survey research of fourteen online courses where instructors and students were asked their perceptions about the challenges and essential elements of community in online classes.
- Best Practices in Undergraduate Adult-Centered Online Learning:
Mechanisms for Course Design and Delivery
This study was conducted to explore and identify best practices used by full-time and part-time faculty in adult-centered online learning environments.
- Why I Changed My Mind About Online Teaching (10/1/2012)
A Chronicle of Higher Education Special Report written by Professor Glenn A.Hartz of Ohio State University. (NOTE: This is Chronicle of Higher Education premium content and requires an online subscription available through the UConn Libraries)
- Grade Level: Tracking Online Education in the United States
The thirteenth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States.
- Evaluation of Evidence-Based Practices in Online Leaning: A Meta-Analysis and Review of Online Learning Studies [.pdf]
A US Department of Education meta-analysis of more than a thousand empirical studies of online learning from 1996 through July 2008. According to the USDE, "The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction.