In their 1995 Change magazine article, “From Teaching to Learning—a New Paradigm for Undergraduate Education,” Robert B. Barr and John Tagg described the Learning Paradigm, which emphasizes learning over teaching and student discovery and construction of knowledge over transfer of knowledge from instructor to student.
Edward McGee, coordinator of instructional technology and distance learning at Central Virginia Community College, offers the following recommendations for fostering a Learning Paradigm in an online learning environment.
One of the challenges of the online classroom is finding ways to connect with students, to build relationships as you might in a face-to-face environment. To achieve this, you might want to look beyond your LMS to some tools that can engage, connect, and inform.
The discussion forum plays a central role in our online graduate-level advanced research methods course, providing opportunities for students to demonstrate knowledge and connect and learn with each other and the instructor. It is often the closest approximation of the kinds of conversations that occur
Online instructors focus most of their teaching on curricular issues—what they will teach, how they will teach it, etc. But studies have found that differences in curriculum have little, if any, effect on student outcomes. John Hattie compared more than 100 factors related to student
Flawed pedagogy, lack of learner preparation, and reliance on extrinsic motivation can detract from the learning potential of discussion boards. In an interview with Online Classroom, Naomi Jeffery Petersen, associate professor of education at Central Washington University, discussed these problems and offered advice on getting
Successfully transferring a face-to-face course to the online learning environment requires careful preparations that take into account differences between these two modalities.“If you simply take your face-to-face class and put it online and teach it electronically, you will fail miserably,” says Paul S. Caron, director
Valerie Powell, assistant professor of art at Sam Houston State University, decided to supplement her face-to-face courses to extend the classroom and provide opportunities for students who are not comfortable speaking up in the face-to-face environment. Rather than demanding that students interact using a specific
Students are often more comfortable doing course-related research online than in a library. Online research is convenient, and they’re used to it. But it’s not always the most reliable. One way to motivate students to do at least some of their work in physical libraries
Whenever Barbara Polnick teaches online, she pays special attention to fostering a community of learners, focusing both on the design of the course and the way she facilitates it. Polnick, associate professor in the educational leadership program at Sam Houston State University, bases her approach
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