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[turbojet]

I am considering changing my online course so that students can complete modules and tests as they finish them without a deadline, but cannot move on until they finish a module and eesay/tests successfully. They can repeat ad infinitum. I have not decided whether or not to break course into large blocks of lets say 3-5 modules ( which seems to maker sense )  or leave the whole thing open. They can move ahead or lag behind as they wish, as long as they complete the modules either by the end of the course or by the deadline of the block they are involved with.
    Last year it was week by week. It worked OK, but these are super busy people, and missing a module became a problem. My policy was that they could ask to make up work, as long as they were current for 3 weeks in a row. As usual, late folks were usually late, and others were always on time. I was hoping people who used this 'other' way of presenting material online would talk about problems or benefits . Yes- I know most students will wait until the bitter end to do the work.
Also open to learning some innovative ways teachers use chat rooms or discussion boards - either synchronously or non- synchronously . Thanx ahead for your input.
Turbo

[msmicrobe]

I'll be interested in hearing replies as I am diving into online teaching in 3 weeks.

I think continuous modules can work IF there are deadlines for each module that must be met, or deadlines for each block of modules (as you indicated.) That way, even the procrastinator is forced to move forward at a reasonable pace. Those that want to work ahead can, but you are following behind everyone with a cattle prod to keep the herd moving no matter how busy or distracted they get.

That's somewhat like what I'm attempting this summer.... I'll be sure to report back on how it goes. The CHE fora will be a lifeline of sanity, I predict.

MM

[zuzu_]

I would not leave the whole thing open. That would bring out the worst in your students.

If one week seemed too small, why not try two-week modules?

[melba_frilkins]

I would not leave the whole thing open. That would bring out the worst in your students.

If one week seemed too small, why not try two-week modules?

Yes, going without regular deadlines is not a good idea. I once inherited a "self-study" class (not online, but a precursor), which historically had a 30% completion rate. It stayed that low when I picked it up until I started having deadlines throughout the semester. Completion rates then jumped up to 70%.

Another way for balanced flexibility is to have weekly deadlines plus a few "catch-up" weeks during which you re-open closed modules (or at least the parts that can accomodate go-backs). I have those weeks spaced about four weeks apart (and only re-open the last four weeks of work). Since I always have future content open and available, students can also work ahead during those weeks. We have a lengthy semester here (18 weeks) so I can afford 3-4 catch-up weeks. In the summer term, the catch-up period is just a few days long. The great thing about the catch-up weeks is that you can use them as filler to make the class fit the calendar well (for example, what to do with the partial Thanksgiving week).

I always have all content open for students to work ahead. Very few take advantage of this. But it's absolutely no trouble for me, so why not?  I've never understood the reason to withhold content, unless it's the practical matter of not having it prepped yet.