Coordinating the Instruction of Four Online Courses

Abstract

The University of British Columbia Vantage College offers a pathway for academically qualified international students who do not yet meet the English language admission requirements fordirect entry into UBC. In the summer of 2020, during the COVID-19 pandemic, we taught four courses to a cohort of 64 students scattered across the globe. The courses were taught online and asynchronously, raising coordination challenges in terms of class schedule and delivery, assessment, and student support. To address those challenges, we developed a highly structured weekly schedule, specifying lecture and assessment days, as well as regular, synchronous office hours. We met weekly to keep each other updated about the progress of students. Students falling behind in multiple courses were reported in an “early alert” system: a university-specific resource through which students are contacted by health and wellness staff. A midterm survey was conducted and the feedback was generally positive. Final results in the courses were varied, with some comparable