Thanks for sharing! I created an online, asynchronous, alternatively graded 6-week Linear Algebra course last summer that I am running for the second time starting May 12th. Instead of a weekly cycle, I have a twice-a-week cycle and also assign students groups for completing some of the concept-check-like activities. Groups are assigned based upon self-reported availability - they have to report if they are generally available mornings, afternoons, or evenings. Also, I will have 30 to 35 students!
For assessment, I divided learning outcomes up into the "more computational" vs. "more conceptual," and they do online assessments (with retakes) on the computational ones and written assessments (with revisions) on the conceptual ones.
I also find that students have overcommitted their time. I have a welcome survey where I ask about other commitments, and I see many cases of students taking another 6-week asynchronous online class *and* working full time. I usually reach out to these students early to have a discussion about the course. In most cases, students end up (not always immediately, but eventually), either withdrawing from the other course (or sometimes mine), working fewer hours, or not doing well. I find this helpful for the students who do make a change right away!
I also like your use of student-recorded videos! I might try this for my next iteration. I am currently having students in my synchronous proof course submit screencasts "teaching" a proof, and love hearing from all students. Again, I'd love to have them present in person, but I have 35-40 students in my proof class.
Interesting points, on this 'real' problem. It's less of a problem if the course is always 6 weeks, only during summers; but to compound your situation, the 6-week version needs [is expected] to 'deliver' as well as the regular 15-week one.
This makes a lot of sense to me. While I haven't ever taught asynchronously, I've watched my spouse do it. And in my context, all courses are compressed time-wise: all courses are One Course At A Time, 3.5 weeks (18 class days) and then the course is over and students and profs move on to the next class. Your comments (and the other comments given here) regarding helping students to really understand the workload are really important. Helping them set reasonable expectations for what the course will (and will not) be is key in a context like this.
Thanks for sharing! I created an online, asynchronous, alternatively graded 6-week Linear Algebra course last summer that I am running for the second time starting May 12th. Instead of a weekly cycle, I have a twice-a-week cycle and also assign students groups for completing some of the concept-check-like activities. Groups are assigned based upon self-reported availability - they have to report if they are generally available mornings, afternoons, or evenings. Also, I will have 30 to 35 students!
For assessment, I divided learning outcomes up into the "more computational" vs. "more conceptual," and they do online assessments (with retakes) on the computational ones and written assessments (with revisions) on the conceptual ones.
I also find that students have overcommitted their time. I have a welcome survey where I ask about other commitments, and I see many cases of students taking another 6-week asynchronous online class *and* working full time. I usually reach out to these students early to have a discussion about the course. In most cases, students end up (not always immediately, but eventually), either withdrawing from the other course (or sometimes mine), working fewer hours, or not doing well. I find this helpful for the students who do make a change right away!
I also like your use of student-recorded videos! I might try this for my next iteration. I am currently having students in my synchronous proof course submit screencasts "teaching" a proof, and love hearing from all students. Again, I'd love to have them present in person, but I have 35-40 students in my proof class.
Interesting points, on this 'real' problem. It's less of a problem if the course is always 6 weeks, only during summers; but to compound your situation, the 6-week version needs [is expected] to 'deliver' as well as the regular 15-week one.
Good luck!
This makes a lot of sense to me. While I haven't ever taught asynchronously, I've watched my spouse do it. And in my context, all courses are compressed time-wise: all courses are One Course At A Time, 3.5 weeks (18 class days) and then the course is over and students and profs move on to the next class. Your comments (and the other comments given here) regarding helping students to really understand the workload are really important. Helping them set reasonable expectations for what the course will (and will not) be is key in a context like this.