Setting Expectations - Video Conferencing

Clearly communicate your instructional objectives to your students (e.g., "By the end of the third week of class, you should be able to describe and produce the appropriate numerical equations associated with String Theory.")

• Apply measurable objectives. Statements beginning with "The student will know..." or "Students will feel..." do not convey to your students what you expect of them. Instead, use statements like "The student will create..." or "The student will define..." which provide students with a gauge by which to measure their progress.
  
• Refer often to your objectives
  (e.g., in the syllabus, in the homework assignments, during practice tests and assignments, and during synchronous instruction).
  
• Provide multiple examples and non-examples of correct objective completion.
  (e.g., "This homework problem was done correctly, however many folks made the following mistake...")
  

Provide frequent practice opportunities with your feedback before requiring students to demonstrate mastery of the objective. Practice reinforces to students the importance of the content as well as the level of proficiency that you are expecting them to achieve.

Provide sample test questions (questions should have approximately the same level of difficulty as the real test questions) with feedback from you.

Make sure the assignments are clearly defined and due dates are specific. Explain to students the consequences of failing to meet deadlines. (Distance learners may assume that deadlines are more flexible than those imposed in a traditional class. If you are serious about deadlines, make sure you state your expectation clearly and be consistent!)

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