Despite the ever-growing body of evidence that unequivocally supports the need for clear, detailed, timely feedback in response to students’ work, the practical demands of the online classroom leave me struggling to translate pedagogical knowledge into practice. Let’s face it: there is a LOT of
Christy Hawkins, director of continuing and professional education at Thomas Nelson Community College, offers the following recommendations to help retain online learners:
A teacher must grab the student’s attention right away to motivate the learning, and nothing grabs interest as quickly and easily as animation. It may sound exotic, but new (and cheap) software has made animation simple to produce.
Teddi Fishman, director of the International Center for Academic Integrity at Clemson University, advocates an instructional design/community-building approach to academic integrity rather than an adversarial approach. Her stint as a police officer informs this stance. As radar gun companies introduced improved speed enforcement tools, the
The group or collaborative project is becoming de rigueur in many online courses. Its purpose is not simply to have students work together for a joint grade and end project but also to develop essential skills that will serve them in the professional world. Yet
As an instructor new to the online environment, I carefully reviewed the syllabus and the requirements for the course discussions and assignments and incorporated the following ideas from Myers-Wylie, Mangieri & Hardy: a “what you need to know” document that includes policies about late work,
Education has traditionally gone from teacher to student. This is partly a leftover from the age when the university was a vault of information not available elsewhere. Teachers were truly walking repositories of knowledge. But all that has changed. Now, nearly everything I teach is
This article presents online instructional strategies that address career management objectives in science and engineering courses that may improve student interest in STEM occupations and participation in science-related careers.
Whether teaching MOOCs (massive open online courses), a class whose enrollment has unexpectedly peaked, or courses where schools have upped the enrollment caps, it’s crucial there be as much a connection as possible between the students and instructor. Sure, students can still learn from a
When Hayley Lake, lecturer at Eastern Washington University, got the opportunity to develop an online version of Survey of Alcohol & Drug Problems, a multidisciplinary course that draws students from a variety of majors and backgrounds, she knew that online discussions would be an essential
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