When faculty see students missing information from a reading, they generally assume that the student did not read the article carefully. However, it might be that the student does not know how to read an academic work. Faculty know how to read because they would
This past November, all subscribers to The New York Times received a Google Cardboard Virtual Reality Viewer in the mail. Puzzled looks quickly turned to awe as recipients took 3-D virtual reality tours of a variety of locations through the viewers and their cell phones.
Diversity is becoming common in our college classrooms. Not just diversity of race and ethnicity, but diversity of developmental levels and cognitive abilities. With our students’ diverse skills and experiences, faculty members find themselves teaching varied groups of students within one course.
After teaching online for a number of years, I grew weary of the normal “make an initial post, then respond to two others” discussions. Was there another way to engage students? How could I make discussions more meaningful and in-depth? Were there ways to ensure
Discussion is a critical component of any online course, but instructors are often puzzled about what makes some discussions lively and others dead. To fill this gap, He and Gunter examined the factors that lead to participation in virtual teams and came up with some
We run across excellent online content all the time. Instructional designers are always finding new tools and applications that would be of interest to faculty and course designers. Librarians also frequently have a wealth of information on systems that would benefit those involved in developing
Many online courses still use static content such as readings, PowerPoint presentations, and the like. Students are not “doing” anything other than consuming the information. We wanted to buck this trend by providing more interactive and engaging content. We did so by creating the Conversations
Adaptive learning has drawn growing interest in education. The premise makes perfect sense. Instead of giving students of all knowledge and abilities the same content, the student is first assessed on his or her knowledge, then provided the content appropriate to that knowledge. The student
Online faculty often assume that all student collaboration should go through the LMS discussion board, but there are other methods of hosting discussion. Yanyan Sun of Ohio University and Fei Gao of Bowling Green State University experimented with Web annotations as an alternative to traditional
How do you inspire your online students to move beyond making status quo postings in your discussion component and lackluster responses to their peers? Is there a way to get students engaged in meaningful group work in the online classroom? Consider using problem-based learning (PBL)
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