Pattern and rhythm in course activity deadlines (QCR #48)

In an ever-evolving and unpredictable world, consistency and predictable patterns are precious sources of some stability in our lives, allowing for a sense of order and reliability when navigating the new or unknown. Likewise, implementing consistent patterns or rhythms in course structure can help students easily navigate and successfully interact with the content of an online course (Schipp 2020). One example of how patterns can be established in a course is in activity deadlines.

What is a course activity pattern?

A pattern for course activity deadlines should include the following:

• Consistent day and time - if not for all assignments, at least for different activity types (e.g., all assignments due Sundays 11:59 pm*, or discussion post due every Wednesday 11:59 pm and quiz due every Sunday 11:59 pm).

  • It’s worth noting that Canvas defaults to 11:59 pm when setting up assignment deadlines. Sticking to this default can help allow for further consistency for students and eliminates the possible confusion from a midnight or 12 am/pm deadline.

• Consistent intervals (spacing out) between deadlines for different activity types (e.g., discussion post due every week, quiz due every two weeks, etc.)

Compare the two examples of course activity schedules below. Note the randomness of the first schedule in contrast with the consistency and pattern established in the second schedule. The second schedule is much easier to follow along and remember.

Examples of course calendars
with or without course activity patterns established

Why establish a pattern?

Building the course schedule so assignments are due the same day of the week each week provides many possible advantages for students and instructors alike. These include the following:

For students

• Increased focus on learning: Universal Design for Learning (UDL) guidelines recommend implementing a consistent course design with predictable due dates to help minimize threats and distractions, particularly for neurodivergent students (Booth, et al, 2018), and allow them to better focus on their learning.

• Enhanced student time management: A structured schedule helps students to plan their time effectively and allocate appropriate time for studying and completing assignments, in turn encouraging them to submit assignments on time (Smith & Zsohar, 2008).

• Encouragement of regular engagement and progressive learning: Engagement and keeping pace with courses can be a struggle for students, especially students of online courses (Miller & Schmidt, 2020), many of whom are working adults. When there are consistent deadlines throughout a course, this can ensure the course aligns with RSI (Regular and Substantive Interaction) requirements, allowing students to regularly interact with the material, instructor, and classmates, if applicable.Distributing assignments evenly throughout the term of the course can help students incrementally build on their knowledge and gain a more comprehensive understanding of the course content.

• Improved class dynamics: A predictable pattern of deadlines contributes to a sense of structure within a course, which fosters a positive class dynamic, as students feel more secure and confident in knowing what to expect when navigating the course’s material and requirements with minimal surprises along the way (Schipp 2020).

• Increased sense of accountability: Clear and consistent deadlines are a key factor in encouraging students to take responsibility for their learning. When deadlines are set in a predictable, easy-to-follow pattern from the beginning, students know what to expect and have fewer excuses to forget about any deadlines, increasing the sense of accountability on their end. (In addition, consider going above and beyond and asking your students at the beginning of the course what days/times they prefer for their due dates! [Locher & Schisler, 2023]).

For instructors

• Efficient course planning: A consistent pattern of deadlines allows for more structured and simplified course planning on the part of the instructors. This helps them better allocate time and resources throughout the course term, ensuring each topic receives adequate time and attention and assignments have an effective and efficient “instructional lifecycle” (Jansak, 2000) that you are comfortable with.

For both students and instructors

• Balanced workload distribution: Evenly spaced, scheduled deadlines reduces stress not only for students, but instructors as well, allowing for a more sustainable workload throughout the term rather than a backlog of tasks or assignments to be completed.

• Effective feedback loop: Timely and effective feedback to students is crucial to a successful learning experience. Consistent deadlines allow instructors to manage their workload and time, as mentioned above, which in turn will allow them to have a consistent established timeline of providing feedback to students in between assignments.

Conclusion

When “learners are informed from the outset that there are specific days of the week and specific times that assignments are due…(the) consistency in date and time (will be) keys to encouraging learners to submit online assignments on time” (Smith & Zsohar, 2008). Establishing a consistent pattern in the course activity schedule will instill a sense of ease and familiarity in students when navigating the course content and activities. This will help both students and instructors have a positive and productive learning/teaching experience and have one less unpredictable thing to worry about in their busy lives.

References

Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (n.d.). Applying the Principles of Universal Design for Learning (UDL) in the College Classroom.The Journal of Special Education Apprenticeship7(3), 1-13. https://files.eric.ed.gov/fulltext/EJ1201588.pdf

Jansak, K. (2000). Building a Supportive Online Instructional Environment for Reluctant, Apprehensive, and/or Under-Prepared Learners. ERIC. https://eric.ed.gov/?id=ED446766

Miller, L. A., & Schmidt, J. R. (2020). The Effects of Online Assignments and Weekly Deadlines on Student Outcomes in a Macroeconomics Course. The American Economist, 66(1). https://doi.org/10.1177/0569434520968250

Miller, L.A., & Schmidt, J.R. (2023). Six Approaches for Sharing Assignment Due Dates. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/course-design-ideas/six-approaches-for-sharing-assignment-due-dates/

Shipp, Jeremiah E. (2020). Back to the Basics: Revisiting the ABCs of Teaching Online Courses. Faculty Focus | Higher Ed Teaching & Learninghttps://www.facultyfocus.com/articles/online-education/back-to-the-basics-revisiting-the-abcs-of-teaching-online-courses/

Zsohar, H., & Smith, J. A. (2008). Transition from the classroom to the Web: successful strategies for teaching online. Nursing education perspectives, 29(1), 23–28.https://journals.lww.com/neponline/abstract/2008/01000/transition_from_the_classroom_to_the_web_.9.aspx

Created on March 6, 2024