Students need to be able to make decisions about learning on their own. Are there instructional behaviors teachers can use that move students in that direction? There are, and the research highlighted here offers one very practical set of teacher behaviors that increase student autonomy.
Most would agree that the classroom is a place for discourse, reflection, and learning. But whose class is it? Who’s doing the learning? The teacher or the students? We submit it’s both—teacher and students learning from each other. Too often, faculty see themselves as the
In the article referenced below, biologist Kimberly Tanner proposes a set of strategies to ensure that “all students have opportunities to verbally participate, all students can see their personal connections to biology, all students have time to think, all students can pose ideas and construct
Experts define digital citizenship as the norms of appropriate, responsible behavior with regard to technology use, which includes the safe, legal, responsible, and ethical use of digital information. Users should respect copyright and intellectual property and appropriately document sources. Faculty can promote digital citizenship and
The multicultural classroom is found in nearly every online course. It blends students from a variety of cultures, resulting in a rich and diverse learning environment. Some students may use English as a second language (ESL) or English as an additional language (EAL), while others
In our experiences, we have moved from teaching face-to-face to working in front of a computer with headsets to ditching the headsets in favor of classes taught in a totally asynchronous manner. We can see the advantages and disadvantages of all formats. With each new
In the face-to-face classroom, nonverbal communication such as facial expressions, body posture, eye contact, gestures, and attendance are often used to gauge students’ engagement and understanding. Instructors can use these cues to know when to provide additional support and instruction before proceeding to the next
One of the challenges of preventing student plagiarism is that students often are not entirely clear on what constitutes plagiarism, so educating them about plagiarism is an important step.
Based on the time I’ve spent reviewing student papers, it is clear to me that most students do not relate plagiarism to anything they themselves might do when writing. It’s a classic case of “Thee, not me.” I think several factors account for this prevalent
Teddi Fishman, director of the International Center for Academic Integrity at Clemson University, advocates an instructional design/community-building approach to academic integrity rather than an adversarial approach. Her stint as a police officer informs this stance. As radar gun companies introduced improved speed enforcement tools, the
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