Just as all students are different, so are all instructors. We need to ensure we are implementing instructional technology tools that fit our teaching style, availability, and technology skill level. If any instructor wishes to incorporate a new technology tool, it is vital we first
As instructors, we often assume that students must learn from us and no others. But feedback on performance is one of the most important factors to learning, and peer feedback can fill in the gaps in instructor feedback or preempt instructor feedback to improve student
Faculty across disciplines have been increasingly embracing online learning, with the goal of enhancing student learning. The intention is good, but it doesn’t always produce the desired outcomes. Much of the traditional online content lacks interactivity and fails to engage students.
English Composition I at New Jersey City University (NJCU) is designed to prepare students to meet the requirements of writing for university course work. The course learning objectives focus on the achievement of basic communicative skills in reading, writing, speaking, and listening. Instead of completing
I have taught undergraduate students for nearly 35 years. In the past decade, I have seen an increasing number of students who don’t buy the textbook or, if they do, rarely read it. Many of my non-native English students struggle to understand discipline-specific terminology and
Establishing a healthy learning environment is key to teaching. But opportunities for making personal connections and relationships with students are greatly reduced in online classes. Thus, online instructors need to make a special effort to foster relationships in their online courses.
Most faculty think of studying as a solitary activity, especially in an online environment where students cannot simply set a time to meet in the library. But there are a variety of collective annotation systems that allow student collaboration in understanding course material. These systems
In general, academia tends toward the emotionless, focusing on the content of ideas over feelings. But we are emotional beings, and emotions impact everything we do. Why wouldn’t emotions play into our experiences teaching and learning online?
In fact, we can be intentional in
Rebecca Yvonne Bayeck and Jinhee Choi of Pennsylvania State University recently did an interesting study examining how MOOC videos convey messages about culture and power through elements such as dress, setting, and character position. For instance, they found that educational videos from France and South
Information literacy is critical to the success of a student, as many students fail due to not knowing how to find quality resources. While many instructors recognize this need, they normally incorporate it into their courses by asking a librarian to come in to do
Magna Publications © 2024 All rights reserved