Some faculty go into online education under the impression that it will take less time than face-to-face teaching because lecturing is eliminated. But we know that online teaching takes as much, if not more, time than face-to-face teaching because of the added engagement with students
“Online classes are often intimidating for first-time students,” writes David St Clair. “They wrestle with the gnawing fear that their class has no anchor in the physical world and that there will be no one there to address their fears and concerns.” (p. 129) His
Social media is one of the hottest topics in education. Look at any teaching conference program, and you will find that a large percentage of the sessions are on how to incorporate social media into your teaching. This can lead instructors who do not use
Many of us in online education preach that instructors should be active in discussion, but not monopolize it, but we do not have any real research that says how instructor involvement affects student participation in discussion. Cheryl Murphy, associate professor of educational technology at the
Podcasts are an easy way to liven up an online course. Podcasts are nothing more than audio files, and have been found to enhance student learning, satisfaction, and feelings of connectedness in online courses. One use of podcasts is to deliver course content. Instead of
It seems that everywhere online faculty turn, they are being told about the importance of making their courses “mobile friendly.” This is because nearly all students are on mobile devices, which gives faculty a couple of reasons to design for such devices.
Classroom Assessment Techniques, or CATs, are simple ways to evaluate students’ understanding of key concepts before they get to the weekly, unit, or other summative-type assessment (Angelo & Cross, 1993). CATs were first made popular in the face-to-face teaching environment by Angelo and Cross as
Coaches teach by modeling. They don’t just tell a player “your swing is wrong.” They show the player the proper technique. Similarly, an apprentice learns from a master primarily by copying what they see the master do.
A few years ago I was struck by a question: What makes students so motivated to engage in “work” doing tasks in video games, yet at the same time so regularly unmotivated to do work in class that could actually benefit them and their careers?
Students like online classes due to their flexibility and convenience. But not all students do well in these courses; the statistics indicate that online classes have a much higher dropout rate compared to traditional face-to-face classes.
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