E-Learning Newsletter

Many faculty are aware of the “John Jay settlement” or the Title II Voluntary Compliance Agreement between the United States of America and CUNY, which CUNY entered into following a complaint made against John Jay College of Criminal Justice alleging that the college had “failed to timely and adequately provide reasonable accommodations and auxiliary aids and services” to a student with “a vision-related disability” (2).  However, faculty may be less familiar with the implications that this agreement has for our online teaching here at QCC.

Signed on April 12, 2023, the VCA affirms that CUNY will comply with NYS IT Accessibility Policy and that “CUNY shall verify and ensure accessibility of all third-party and other learning products, platforms, and applications utilized in CUNY courses such as WebAssign, including compliance with the latest Web Content Accessibility Guidelines, currently published at www.w3.org/TR/WCAG, prior to their use in any class” (5).  With regard to faculty, the agreement further stipulates that “CUNY shall insure that all instructors are aware of and comply with requirements for accessibility under the ADA before assigning to students coursework any online learning products, platforms, and applications, including any content created by CUNY instructors” (6).  This means that in addition to doing our due diligence to make sure that online material produced by others that we incorporate our course design (e.g., online textbooks, plugins, or web-based applications) is accessible, faculty must also ensure the accessibility of content that we create ourselves, such as documents, slides, and pre-recorded lectures.

Microsoft Office products include features that make it fairly simple for faculty to create accessible documents for students.  PDFs generated from accessible documents are usually also accessible.  PDFs generated from inaccessible documents (like a scanned page from a book) can also be made accessible, but the process is more complicated and requires using Adobe Acrobat Pro.  Guidelines can be found on CUNY’s IT Accessibility web page.

When creating pre-recorded video content for students, faculty may not realize that the captions automatically generated by Zoom and YouTube fall short of the requirements for ADA compliance.  The Web Content Accessibility Guidelines provide specific guidance for accessibility for pre-recorded video and audio content, which vary depending on whether the pre-recorded content is an “alternative presentation.”  As WCAG explains:

Captions are not needed when the synchronized media is, itself, an alternate presentation of information that is also presented via text on the web page. For example, if information on a page is accompanied by a synchronized media presentation that presents no more information than is already presented in text, but is easier for people with cognitive, language, or learning disabilities to understand, then it would not need to be captioned since the information is already presented on the page in text or in text alternatives (e.g., for images).

For example, if a professor records a lecture and also provides a transcript of the lecture that presents all of the same information as the recording, that lecture may not need to be captioned, provided the lecture does not make reference to visual content necessary to understand the audio content.  If, however, a professor records a lecture that explains and elaborates on slides or lecture notes that outline the key ideas from the lecture, this would not be an alternate presentation.  This video would require captioning. 

The guidelines for captioning shared by CUNY are specific.  For example, captions may not exceed 32 characters in length.  They must be displayed for 3-7 seconds before disappearing, must not obscure graphics, and must be timed to synchronize with the audio.  Above all, they must be accurate.  Guidelines and suggestions for free programs to assist with creating accessible captions are shared on CUNY’s IT Accessibility web page.  At this time, CUNY does not appear to offer services to create ADA compliant captions for faculty.

Creating accessible content for our online courses takes time and requires preparation.  Faculty should be aware that online material needs to be ADA compliant in advance, not simply in response to a student’s request for accommodation.  Understanding the requirements for accessible content–and the time involved in preparing this content–can help faculty make informed choices about our course design.

What is Artificial Intelligence?

AI in its simplest form seeks to match or exceed the capabilities of humans by learning and harnessing the ability to learn, reason, and make inferences about information and situations based on previous experiences and knowledge.

What is Chat GPT?

ChatGPT “is a language model that allows people to interact with a computer in a more natural and conversational way.  The latest free version of Google’s Chat GPT is GPT-3.5 which is widely available and used by students in higher education.

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), the application of Chat GPT has already been applied widely in different functions of higher education.

There are several ways in which Chat GPT can be incorporated into students’ academic experiences to enhance learning and facilitate understanding of knowledge.  Speaking from the student’s service perspective, using AI as a “Study buddy” can help students reflect on the learning materials.  This can be done by having the student describe their level of understanding to Chat GPT and ask for ways AI can help them study the materials based on their learning needs.  At the same time Chat GPT can be utilized by students as a personal tutor, where AI tutors each student and gives immediate feedback on progress. AI tutors can provide individualized instructions to meet each student’s unique learning needs while adapting content based on performance. This adaptive learning can help improve student’s understanding of concepts by utilizing the games and challenges to extend and reinforce the learning experiences through fun and engaging tutorials.

AI use by faculty: AI can be used as a guide to navigate physical and conceptual spaces.  Faculty can use AI to generate content for courses/content such as discussion questions and advice on how to support students in learning specific concepts. Active learning is one of the most effective approaches to educating students leading to their academic success.  Flipping the classroom to improve student emersion in the material has been proven to be a highly effective learning strategy, however because of the time constraints involved in flipping the classroom along with the lack of quality materials, this high impact practice is underutilized. Employing AI can help faculty successfully flip the classroom because AI can generate customized active learning experiences to make the classroom environment more engaging and student centered, while allowing the faculty time to devote on fostering meaningful interactions with students during class time (Mollick, 2024).

Despite how we may feel about it ChatGPT or Artificial Intelligence it is here to stay and learning how to incorporate it into higher education will help faculty manage the application and how students utilize it for their academic work. These are exciting times.  AI has the power to transform how we educate ourselves and the future generation.  We can embrace this resource and apply it in a productive and useful manner.  It will all depend on our willingness to embrace it earlier rather than later.  

References

Mollick, E. 2024. Co-Intelligence Living and Working with AI

Chat GPT and Artificial Intelligence in higher education Quick start guide.  UNESCO.

As online learning continues to shape the academic experience since the COVID-19 pandemic, students have had time to reflect on what works and what doesn’t. To better understand how students are adapting and what their experiences have been, I interviewed several Queensborough students currently taking online courses. Their insights shed light on what they appreciate, where they struggle, and how to navigate the complexities of virtual education.

What Students Appreciate

For most students, flexibility is the most significant advantage of online learning. Accessing classes from anywhere and structuring their schedules around work or family commitments makes higher education more accessible. This is especially valuable for students who commute long distances or have non-traditional schedules. Several students mentioned that this flexibility allows them to stay in school when they might otherwise have had to pause their studies.

Many students also praised recorded lectures. Students repeatedly shared how useful it was to watch their professors teach, explain concepts, and walk through examples. The ability to pause, rewind, or revisit lessons before exams or major assignments significantly improved their understanding and confidence. Additionally, hearing and seeing professors explain complex topics made the learning feel more personal and understandable than simply being assigned articles or textbook chapters.

The final trend students discussed was the convenience of online exams. While some acknowledged that the lack of live exam monitoring could make it easier to cheat, most emphasized that they value their education and take academic integrity seriously. They understand that cheating ultimately hurts no one but themselves, and view assessments as tools to help them learn—not as obstacles.

Many students noted that their stress levels were lower when exams were balanced with other forms of assessment, such as quizzes or assignments. When a single exam carried most of the weight for their final grade, the pressure to perform well increased—and so did the temptation to cut corners. However, when grades were spread out across multiple assignments, they felt more confident, even if they didn’t do well on a particular test. This structure significantly reduced anxiety and encouraged a healthier mindset toward learning.

Students also said they performed better when professors clearly explained exam formats and provided preparation materials, such as study guides and review sessions. Regular quizzes throughout the semester not only reinforced their understanding but also helped them feel more prepared and confident by the time they reached the final exam. A test format that students found particularly effective was “fill in the blank.” They noted that this format struck a good balance—more challenging than multiple choice, since it requires recall rather than recognition, but less time-consuming and daunting than full essay questions. This middle ground encouraged meaningful learning while avoiding unnecessary test-day stress.

What Students Don’t Like

Despite its conveniences, online learning at QCC hasn’t been without its challenges. Some students expressed frustration with technical difficulties, including unreliable internet connections and unfamiliar platforms. Others felt isolated, struggling to stay motivated without regular, in-person interaction.

A recurring theme was the lack of engagement from some faculty. Students felt that when instructors were slow to respond to emails or failed to provide timely feedback, it made the learning experience feel impersonal. Some shared that when they were struggling in a course, a simple check-in from a professor made a significant difference. In contrast, being left to navigate difficulties on their own often led to falling further behind or disengaging completely.

Tips for Student Success

• Create a Dedicated Study Space: Find a quiet, organized area where you can focus without distractions.
• Stick to a Schedule: Treat online classes like in-person ones by logging in at regular times and following a consistent routine.
• Use Digital Tools: Apps for calendars, reminders, and note-taking can help manage deadlines and keep track of assignments.
• Ask for Help Early: Don’t hesitate to reach out to professors or tutors if you're confused or falling behind. QCC offers virtual support services, including academic advising, tutoring, and mental health resources.

Tips for Faculty: What Makes a Course Engaging

• Record Lectures: Seeing and hearing the instructor explain key topics makes a huge difference. It adds a human touch and helps students grasp material more clearly.
• Check In Regularly: A quick message or mid-semester survey asking how students are doing can help identify those who need extra support.
• Be Present: Responding promptly to emails and participating in discussion boards shows students that the instructor is active and invested in their success.
• Structure is Key: Clear weekly modules with due dates, objectives, and expectations help students stay on track.
• Offer Multiple Learning Formats: Combining videos, readings, quizzes, and interactive materials addresses different learning styles and keeps students more engaged.