This short, self-paced course focuses on what to consider when designing a synchronous session for your online course, and how to facilitate it. By introducing participants to the advantages and challenges to synchronous learning, the stakeholders involved, and facilitation best practices, this workshop prepares individuals to ensure they have the tools needed to determine whether to offer a synchronous learning opportunity or not, and if so, how to do so effectively.  

BP500-M04 Providing feedback expounds upon developing a learning community by focusing specifically on feedback. In particular, participants evaluate not only different types of feedback, but how that feedback can be used for different types of students. When writing feedback, it' is important for the instructor to consider the student perspective and how what one writes will impact the recipient. Upon concluding BP500-M04 Providing Feedback, the instructor will be able to utilize best practices in providing various kinds of feedback.

BP500-M03-Building Community explores how the online instructor can shape their responses and interactions to create a virtual learning community. Toward this end, this modules discusses strategies such as news forums, discussion responses, and elements of community one can use to encourage continuous interaction in the online class. BP500 Building Community stresses the importance of setting course expectations, such as an institution's netiquette expectations. Upon completion of the course, participants will be able to put into use best practices in fostering online community in an online course.

BP500-02 Course Toolbox, the second session in the Advanced Principles of Online Course Delivery series, discusses the various tools the online instructor can assemble as part of their teaching repertoire. This session defines what a course toolbox is and what it contains. As instructors gain experience with student pacing, class interactions, and providing feedback, the toolbox becomes a source of ready-made, helpful articles that support efficient course delivery. Upon completing this course, participants will be able to begin developing their own course tools for their online courses.

The goal for BP500-01 - Online Experience is for the participant to relate their personal familiarities with teaching to current best practices in online teaching. It will also encourage all participants to advance to a higher skill level in course delivery––one that will enhance the personal and purposeful interactions in our online educational communities. The course reviews current data with regard to online student demographics, and delve into a few learning theories to better understand motivation and engagement from both student and teacher perspectives.

BP 200 Foundations of Online Course Delivery

This self-paced, on-demand course covers the essential skills instructors need to teach online. Participants are formally introduced to the online course structure and the critical roles and responsibilities of an online instructor. Participants are exposed to techniques for using course materials and resources. The course also covers teaching strategies associated with communication, discussion forums, assessments, grading, and feedback.



This short, self-paced course focuses on credit hours and how they’re calculated for the online classroom. By introducing participants to the history of the credit hour, what constitutes a credit hour, and how time-on-task equates to credit hours, this workshop prepares individuals to ensure that the amount of work in their online course is comparable to the credit hours assigned to it.