Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 15

Internet Learning
tors who taught the courses confirmed
that they identified learning objectives,
aligned assessment with the objectives,
and designed learning activities as well
as learning materials. The instructors’
intentional emphasis on the key learning
components was reflected by the
evaluations.
Still, the courses seemed to “overlook”
some information that might be
useful to students. Considering that
online students are limited to learning
resources that rely heavily on technology,
it is critical to provide a clear description
of the technical support that
students can receive and accessibility of
all technologies required in the course
(Zeff, 2007). Considering that students
most highly value clear instructions describing
how to get started and navigate
course materials (Ralston-Berg, 2014),
we recommend integrating course orientation
activities at the beginning of
each course.
One application of the data from
this study is for our faculty to generate
a standardized template for syllabus design.
A standardized template would influence
neither the course-specific content
nor the structure of any one single
course; instead, it would carry links to
the types of support services that were
identified in this study as insufficient.
That way, support information could
easily be incorporated, both for our
learners, and for new faculty.
We recommend incorporating
the following links into a syllabus template:
• Getting started with technology at
IU: https://uits.iu.edu/studentguide
• How to use Adobe Connect (training
is available through Connect):
https://ittraining.iu.edu/scripts/
oncourse/pdfcreator/sourcePDF/
Connect-Leader.pdf
• IU’s Writing Center: http://www.
indiana.edu/~wts/
• Disability Services: https://
studentaffairs.indiana.edu/
disability-services-students/
• Student Conduct:
http://studentcode.iu.edu/
• Academic Calendars: http://
registrar.indiana.edu/officialcalendar/
• IU Libraries: https://libraries.
indiana.edu/
• Online Communications
(netiquette): http://www.iun.edu/
online/student-resources/studentcommunication-page.htm
• Services for graduate
students: http://graduate.indiana.
edu/support/index.shtml
• American Association of Adult and
Continuing Education (AAACE):
http://www.aaace.org/
• The Society for Human Resource
Development: https://www.shrm.
org/pages/default.aspx
• The Association for Talent
Development: https://www.td.org/
• Association of Adult Literacy Professional
Developers: http://aalpd.
weebly.com/
14