With the pandemic came a flurry of faculty quickly moving their courses online. The question I heard most during this time was, How can I move my students’ presentations online? Most faculty chose to have students do live video presentations with a system such as
The use of open educational resources (OER) is growing in education as they save money for the students and facilitate instructor manipulation of the resource. Nevertheless, some teachers are reluctant to use OER because they have difficulty locating and evaluating sources or like their fundamental
To help direct students in their learning during the pandemic, we as faculty have been tasked with harnessing a range of digital technologies. Acquiring these additional skills has been easier for some, more challenging for others. Faculty at Northern Arizona University, where I teach, moved
Plagiarism detection reports from companies such as Turnitin are the primary way that faculty identify cheating on written work. But my experience in working with hundreds of faculty has shown me that most misread these reports because they have not received proper instruction on how
Research has demonstrated that visuals improve learning for many students. Medina (2008) notes that “we learn and remember best through pictures, not through written or spoken words” (p. 1), while Dunlap and Lowenthal (2016) state that “people learn and remember more efficiently and effectively through
Universal Design for Learning guidelines suggest that institutions provide a text alternative to videos, podcasts, and other media that use sound. This has traditionally been a laborious process of transcribing content manually after a recording is made. Although some faculty instead script their audio ahead
If you have studied a foreign language, you know that you start forgetting what you learn soon after you stop using it. But this phenomenon is not restricted only to foreign languages. In the 1880s, German psychologist Hermann Ebbinghaus identified a “forgetting curve” when he
Online community is an important part of an effective online classroom, but it can often be difficult to establish. This is true regardless of the modality. One of the most commonly used frameworks for building an effective online community is the Community of Inquiry framework
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Online teachers generally assume that student discussion and collaboration should occur in a learning management system’s (LMS’s) discussion forum. But for certain uses, online whiteboards work better than the LMS due to their fundamentally different design.
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