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[queenofstarwars]

I'm looking for others who might be teaching an introductory course in computer science.  It would be a plus if you are also using the Brookshear text.

We have always taught this course in a F2F environment, but have recently started offering the class online.  I've now taught two sections of the class online and can't seem to "get it right."

One obstacle is that the course is also labeled a "core communication course" so I must have a significant writing and oral component.

I tried written examinations and didn't meet the minimum writing.  I then tried discussion boards and they are flopping (we have mainly incoming freshmen taking the course).

Other ideas?  I've taught the F2F course about six semesters now and have it working well, so I'll be glad to share that information.

Thanks!

[csgirl]

Hi,

I have taught computer science online, but never an intro course. Wow. Are you teaching programming? I tried to do an online programming course once - an introduction to OO design and Java for intermediate majors. It was a bit of a disaster. It is really hard to coach students when you can't see their screens. Perhaps you have better technology than us, though. I have successfully taught a course on XML and another on healthcare informatics in the online format, though.  I think courses that are information heavy work well in the online format, but courses that focus on process, such as a programming course, can be problematic.

[zuzu_]

I'm not a CS instructor, but I have a lot of experience with online discussions.

You say the discussion boards are "flopping." Would you be open to working on writing better prompts to engage students?

If you want, you can even post some questions here and people can give you feedback on those.

Granted, there will always be the students who wait until one hour before the deadline to begin discussion and do a half-a$$ed job. But I've learned over time that the quality of the prompts can make a huge difference in the level of engagement. I would also recommend creating a rubric (which you share with the students) that details what you expect in the discussion board. When the expectations are clear, quality improves. When students to a half-a$$ed job, give them a "D" or an "F" and point them to the rubric.