Online Degree

About Online Degree

Gulf Education offers a large portfolio of online classes in various subjects and disciplines. Our online classes are grounded in best practices in interactive teaching and student-centered learning. 

Online faculty members are key to the success of our programs and students. Working with the Office of Online Learning and Academic Programs, faculty members have the opportunity to maximize the benefits of technology within the context of a traditional university setting, and the flexibility to create customized courses with support from the College of General Studies Instructional Design Team and the Teaching Center.

Review Standard I.1

Navigational instructions make the organization of the course easy to understand.

Instructions provide a general course overview, guide the new student to explore the course website, and indicate what to do first.

Instructors may choose to incorporate some of this information in the course syllabus. If so, students should be directed to this item at the beginning of the course. Other ways to make course navigation easy to follow might be the use of a course tour, clear statements for getting started, a ”Start here” module, or an assignment like a discussion board activity or a syllabus quiz to encourage course explanation.

Review Standard I.2

A statement that introduces the student to the course and structure of learning.

The learning process is structured to include the schedule, communication modes, types of activities, and assessment. These are often found in the course syllabus and should include the course schedule, course sequencing, the variety of activities, calendar of assignments and due dates, preferred mode for communication, procedures for exam taking and assignment submissions. For a detailed outline, see “CGS Syllabus Checklist.”

Review Standard I.3

Netiquette expectations regarding discussion, email, and chat room communications are clearly stated.

Expectations for student conduct in the online environment must be outlined clearly. Some items to include:

• Rules of conduct for participating in discussion boards or chat rooms;

• Rules of conduct for email exchange;       

• “Speaking style” requirements – no net acronyms;·       

• Defined spelling and grammar expectations.

Review Standard I.4

The introduction of the faculty is appropriate.

The initial introduction creates a sense of connection between the instructor and the students. It should present the instructor as professional as well as approachable, and include more than basic essentials, such as information about your teaching philosophy, past experience with teaching online, hobbies, and a photograph. Instructors may elect to create a short introductory video in place of the more traditional text – picture format.

Review Standard I.5

Students are required to introduce themselves to the class.

The student introduction helps create a supportive learning environment and a sense of community. Students are asked to introduce themselves and given guidance on where and how they should do so. Instructors might ask students to answer specific questions (such as why they are taking the course, what they expect to learn, etc.) or may choose to let the students decide. Instructors may provide an example of an introduction and/or start the process by introducing themselves. See standard 1.4. above.

Review Standard I.6

Clearly stated technology requirements, minimum student skills, and any prerequisite knowledge in the discipline.

Sufficient technology and Internet access is required for online courses. You may want to consider listing hardware requirements (microphone, speakers, or headset); operating system and software requirements (Windows 10, Office 365, Chrome, Firefox, virus protection or familiarity with firewall, pop-up blocker, or anti-spam software, etc), as well as any other information that is pertinent to your course.