Relax. Deep breaths. It is going to be okay. How many times do you say something similar in face-to-face classes? After giving out assignment directions, what kinds of additional verbal instructions or tips do you offer students? These unplanned pep talks and additional information help
There is no shortage of productivity and efficiency advice for entrepreneurs. An overflowing supply of books, websites, newsletters, podcasts, and videos offer tips, tricks, and strategies to help entrepreneurs manage their time, attention, and priorities. But that advice also applies to online instructors. With this
Long ago I learned that the best way to tour a city is by bike. A car isolates a tourist from a city, while a bike immerses them in it. A car is a means of racing from tourist destination to tourist destination in as
The University of West Alabama’s (UWA’s) education and nursing programs have hands-on field experiences during which instructors watch the students teach or work in a health-care environment and provide feedback on their work. When the programs went online, the institution faced the problem of providing
It is widely assumed among faculty that students reward easy grades with good evaluations, which then becomes reason to dismiss student evaluations as unreliable. But a meta-analysis of various studies testing this hypothesis found that while some showed a minor correlation between grades and evaluations,
Around an image of Yoda’s face, block letters urge, “Read the syllabus you must.” This meme represents a common complaint among college instructors, particularly those who teach online classes: that students do not follow syllabus instructions. In many on-campus classes, instructors devote at least several
Webinars can be valuable additions to online courses because they lend a synchronous element to the class. They can also be valuable additions to face-to-face courses because some students are more comfortable interacting in a digital environment than they are having the attention of an
A host of studies have shown that feedback is one of the most important elements of learning (e.g., Hattie, 2009; Wiggins, 2012). These studies also show that students are generally starved for good feedback. Their instructors focus on grades instead, having learned to mentally subtract
When a new movie comes out, people often watch the trailer to decide whether they want to see it. Similarly, our eyes are immediately drawn to a video on the website of a product we are considering purchasing.
One of my primary objectives in my upper-level history classes is for students to develop their research skills. This involves the long, laborious task of sifting through primary and secondary sources to identify patterns and make discoveries.
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