Intro
Indicators
Canvas Tools
Examples
Try It!
Resources

Introduction

The purpose of this standard is to encourage you to reflect on the technology access and support information students need to be successful in your course. Students will need detailed information about the tools and technologies they will be expected to use while in your course, how to access those tools, how to set up an account if needed, how to login, and how to get technical support if they have issues. Having easy access to this information will help students get off to a successful start in your course.

Why it Matters to Students ...

Soinso is taking an online Digital Photography course. It’s now Week 3 of the class and Soinso has just started reading about the first big assignment to discover that students need to have software called Photoshop in order to complete the project. Soinso is unfamiliar with Photoshop and wonders “what will happen if I can’t figure out how to use it?” Soinso rereads the assignment then searches the syllabus and Getting Started module but can’t find any information on how to download the software or directions for how to use it. (5.4.a) Soinso wants to message the teacher but doesn’t know how and can’t find anything in the class about how to find help or technical support. (5.4.b) Soinso feels overwhelmed and questions the relevance of the Photoshop to their personal and professional goals. (5.4.f)

Consider This ...

What technologies do you expect students to have access to, learn to use, or know how to use to be successful in your course?
How will your students know which tools or technologies you have chosen to include in the course?
Where can your students find help with the required technologies in your course? How have you made these resources clear to students and easy for your students to find?

Indicators Explained

The Indicators for Standard 5.4 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essential

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

5.4.a - Course includes a clear explanation describing how to access required course materials and technologies.

All of the materials, resources, software, and technologies students are required to use in your course should be clearly identified in your syllabus, "Start" module, or another easy to find location in the course. This list should include things like software, hardware, apps, publisher course sites, and other web-based tools that you will require students to use during the term. For example, if you are requiring students to participate in a web-conference meeting with you, they may need access to the internet, a computer, a smartphone, a webcam, a headset, and a web-conferencing app or software. Each of the technologies and tools you include should be accompanied by clear directions for how to access, install, and use them. Adding reminder links to this important technology information in relevant places throughout your course will help students access it when they need it most. It is also useful to include information for students about alternative access points, such as campus computer labs or library media centers that may checkout equipment to students

5.4.b - Course includes resources to connect students to technical support services and guidance on accessing and using those resources.

Students will inevitably encounter technology issues when taking classes online. Providing contact information for and clearly directing students to the technology help services offered by your campus - service like your institution’s IT or eLearning offices, and/or technology help desk. will not only ease your load in supporting students with technology issues, but also gives students access to direct, and likely quicker support, when they need it most. Linking students directly to technology support services from your course navigation menu, your syllabus, or your “Start” module makes them easy for students to find. You can help students even more by embedding reminder links to appropriate technology support services where and when students will need them most. For example, including a reminder help link in the assignment directions for a project that requires the use of Zoom, Panopto, publisher’s websites, or other course related technologies. Because you know your course and the tools you’ve selected to use best, many times it will be faster for you to answer the first round of help questions, so be sure to also include yourself as a technology contact for your course. This is especially true if you’re using software or a tool your campus IT or eLearning office may not officially support.

Learning to use technology can be frustrating for students. You can help reduce their frustration by including clearly stated explanations about how and where to find support for the technologies used in your course. In addition to including contact information for available technology support services, it’s also important to clearly explain each option so students have context for how and when to best use these services. Remember to include information about finding support for all of the technologies used in your course, not just the learning management system (LMS).

It is also useful to share information with students about the basic steps for finding help. These steps may vary depending on the type of help that is needed. For example, who should the student contact first if they can’t access the course materials - in this case, it’s most likely the instructor. But that answer changes if the problem is different, like when a password isn’t working - in this case it may be the campus IT or eLearning office that should be contacted first. Clearly defining the process of when, where, and how to ask for support will help students feel more confident finding and accessing support services when they’re needed. It’s also important to be available to guide your students if they need technology assistance, so consider routinely checking in with your class about common technology issues and letting them know it’s okay to need and ask for help.

5.4.c - Course includes an opportunity for students to reflect on and make meaningful connections between course technologies and their educational, life, or career goals.

XXX

NextSteps

Applying all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

5.4.d - Course includes an opportunity for students to self-assess their readiness for online learning.

Online classes offer students the flexibility to fit education into their already busy lives but despite this flexibility, being successful as an online student can still be difficult for some. In addition to all of the traditional skills needed to be a successful student, online students also need to be self-motivated, organized, and have strong time-management skills. Incorporating an opportunity in your course for students to assess their readiness for online learning will help them better understand what is expected of them and can also help them identify areas where they may need to seek additional support. In addition to asking about the individual characteristics of the student, a readiness assessment might also include questions about access to technology, technology skills, scheduling, and learning preferences. This type of assessment can be done as part of a larger learning inventory students will share with you or as it’s own activity. Using a readiness survey or quiz is an easy way to include this type of self-assessment activity in your course. If you don't have time to create a survey of your own, there are many fully developed readiness surveys online you can link to. Also ask your eLearning if they might have a readiness module or survey you can use.

5.4.e - Course includes an opportunity for students to ask questions and seek advice about their readiness for online learning.

XXX

5.4.f - Course includes links to help sheets, videos, or other support resources for required course technologies.

Students new to taking online classes may need some additional support resources as they learn to use the tools and technologies in your course. Even experienced online students, who are used to using the LMS and a variety of other software and programs, may need technology support and how-to reminders from time to time. Having direct and easy access to relevant technology support information invites students to explore and can help them become self-sufficient technology troubleshooters. Support information comes in a variety of forms, including help sheets, help videos, tutorials, and sometimes even online chats. You can easily add links to relevant technology support resources in the Technology Support section of your syllabus, “Start” module, or another area in your course that makes sense. You can also provide students with just-in-time resources for problem solving technology issues by embedding links to relevant support resources wherever students will need them most. For example, including a “how to submit an assignment” help link within the assignment directions. Additionally, consider adding a short written description, recorded video, or practice assignment that briefly explains how to use the technology support resources to put your students on the right track for becoming technology problem-solvers.

Canvas Tools

These Canvas tools can help you meet this standard and make your work easier:

Syllabus: Use the Syllabus page to prominently display important course information. For example, a section on required course technologies, how to get started, and links to technology help pages.
Modules: Use the Modules page to display and organize technology help information. For example, to create a "Start Here" or “Technology” module containing the information students need to get off to a successful start with the tools and technology required in your course.
Pages: Use a Page added to a Module to display and organize technology help information. For example, a page about required course technologies, how to get started, and links to technology help sheets.
Canvas Student Guides: Use links to the Canvas Student Guides to provide accurate, text-based how-to information for students. For example, link to a Guides page that details how to find instructor feedback on assignments.
Canvas Video Guide: Use links to the Canvas Video Guide to provide accurate, how-to videos showing students how to do things in canvas. For example, link to a video showing students how to post to a discussion.

Examples of Standard 5.4

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

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Ways to Apply Standard 5.4

Need some ideas for how to apply this standard to your course? Try one of these!

5.4.a - Explanation describing how to access required course materials and technologies

(5.4.a) Make a detailed list of all software, hardware, apps, publisher course sites, and other web-based tools that you will require students to use. Include your list in your syllabus, "Start" module, or another relevant and easy to find location in your course.
(5.4.a) Add clear directions for accessing the Learning Management System (LMS) and other required materials, resources, software, and technologies to your syllabus, “Start” module, or elsewhere in your course.

5.4.b - Resources connecting students to technical support services and guidance on accessing and using those resources

(5.4.b) Add a brief explanation of each required tool or technology to your list so students have context for how and when they will be used.
(5.4.b) Add contact information to your syllabus, “Start” module, or elsewhere in your course for the student technology support services available on your campus.
(5.4.b) Add yourself as a technology support contact to your syllabus, “Start” module, or elsewhere in your course.
(5.4.b) Add a discussion to your course dedicated to technology support where you can help troubleshoot technology issues, where students can ask and answer technology questions for one another, and where you can post technology tips.
(5.4.b) Add a brief explanation of each technology support option option so students have context for how and when to best use these services.
(5.4.b) Add clear directions for finding Learning Management System (LMS) support and help with other required software and technologies to your syllabus, “Start” module, or elsewhere in your course.
(5.4.b) Add a decision tree, list, flowchart, video, or another graphic to your syllabus, “Start” module, or elsewhere in your course that illustrates the technology support process for students.

5.4.c - Reflecting on and making meaningful connections with course technologies

(5.4.c) XXX

5.4.d - Self-assessment for online learning readiness

(5.4.d) Add a Quiz or survey in Canvas or a link to an external quiz for students to self-assess their readiness for online learning.

5.4.e - Opportunity for students to ask questions and seek advice about online learning readiness

(5.4.e) XXX

5.4.f - Links to help sheets, videos, or other support resources

(5.4.f) Add links to LMS and/or other software and technology help sheets, videos, or other help resources to your syllabus, “Start” module, or elsewhere in your course. For example, the Canvas Student Guides or Canvas Video Guide.

Resources

Recommended Reading

... coming soon!

References

5.4.a - Explanation describing how to access required course materials and technologies

Backs, A. (2017). Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports (Doctoral dissertation, Capella University). https://www.researchgate.net/profile/Annette_Backs/publication/330090892_PROMOTING_ONLINE_LEARNER_SELF-EFFICACY_THROUGH_INSTRUCTIONAL_STRATEGIES_AND_COURSE_SUPPORTS/links/5c2ceb6a92851c22a3554f5d/PROMOTING-ONLINE-LEARNER-SELF-EFFICACY-THROUGH-INSTRUCTIONAL-STRATEGIES-AND-COURSE-SUPPORTS.pdf
Simunich, B., Robins, D. B., & Kelly, V. (2012, October). The impact of findability on student motivations, self-efficacy, and perceptions of online course quality. [2012 QM Research Grant]. Presentation at the 4th Annual Quality Matters Conference, Tucson, AZ.
Stewart, B. L., Goodson, C. E., Miertschin, S. L., Norwood, M. L., & Ezell, S. (2013). Online student support services: A case based on quality frameworks. Merlot Journal of Online Learning and Teaching, 9(2), 290-303.

5.4.b - Resources connecting students to technical support services and guidance on accessing and using those resources

Backs, A. (2017). Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports (Doctoral dissertation, Capella University). https://www.researchgate.net/profile/Annette_Backs/publication/330090892_PROMOTING_ONLINE_LEARNER_SELF-EFFICACY_THROUGH_INSTRUCTIONAL_STRATEGIES_AND_COURSE_SUPPORTS/links/5c2ceb6a92851c22a3554f5d/PROMOTING-ONLINE-LEARNER-SELF-EFFICACY-THROUGH-INSTRUCTIONAL-STRATEGIES-AND-COURSE-SUPPORTS.pdf
Hintz, H. (2014). An analysis of online communities of inquiry and student satisfaction. (Doctoral dissertation) California State University, Northridge: Northridge, CA.
Simunich, B., Robins, D. B., & Kelly, V. (2012, October). The impact of findability on student motivations, self-efficacy, and perceptions of online course quality. [2012 QM Research Grant]. Presentation at the 4th Annual Quality Matters Conference, Tucson, AZ.
Stewart, B. L., Goodson, C. E., Miertschin, S. L., Norwood, M. L., & Ezell, S. (2013). Online student support services: A case based on quality frameworks. Merlot Journal of Online Learning and Teaching, 9(2), 290-303.

5.4.c - Reflecting on and making meaningful connections with course technologies

(5.4.c) XXX

5.4.d - Self-assessing online learning readiness

Backs, A. (2017). Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports (Doctoral dissertation, Capella University). https://www.researchgate.net/profile/Annette_Backs/publication/330090892_PROMOTING_ONLINE_LEARNER_SELF-EFFICACY_THROUGH_INSTRUCTIONAL_STRATEGIES_AND_COURSE_SUPPORTS/links/5c2ceb6a92851c22a3554f5d/PROMOTING-ONLINE-LEARNER-SELF-EFFICACY-THROUGH-INSTRUCTIONAL-STRATEGIES-AND-COURSE-SUPPORTS.pdf

5.4.e - Asking questions and seeking advice about online learning readiness

XXX

5.4.f - Links to help sheets, videos, or other support resources

Backs, A. (2017). Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports (Doctoral dissertation, Capella University). https://www.researchgate.net/profile/Annette_Backs/publication/330090892_PROMOTING_ONLINE_LEARNER_SELF-EFFICACY_THROUGH_INSTRUCTIONAL_STRATEGIES_AND_COURSE_SUPPORTS/links/5c2ceb6a92851c22a3554f5d/PROMOTING-ONLINE-LEARNER-SELF-EFFICACY-THROUGH-INSTRUCTIONAL-STRATEGIES-AND-COURSE-SUPPORTS.pdf
Simunich, B., Robins, D. B., & Kelly, V. (2012, October). The impact of findability on student motivations, self-efficacy, and perceptions of online course quality. [2012 QM Research Grant]. Presentation at the 4th Annual Quality Matters Conference, Tucson, AZ.
Stewart, B. L., Goodson, C. E., Miertschin, S. L., Norwood, M. L., & Ezell, S. (2013). Online student support services: A case based on quality frameworks. Merlot Journal of Online Learning and Teaching, 9(2), 290-303.

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