Instructors and students have a love-hate relationship with the online discussion board. On the one hand, it can foster dialogue and a sense of community. On the other, it can feel forced and flat.
Last week we discussed our use of local businesses to create an authentic learning experience for our students by having them solve real-life business problems. Here, we discuss how to create a similar experience in other courses.
Authentic learning is “real-life” situational learning relevant to students’ studies (Iucu & Marin, 2014). Case study, simulation, problem-based learning, and gamification are types of authentic learning. These inquiry-based learning experiences engage students in investigation, analysis, application, problem solving, and teamwork, providing connections to the world
One of the most important developments in online education is closing the gap between content and engagement by making online learning content interactive. Instead of reading an article or watching a video and then engaging with it later in discussion or an assignment, apps allow
Student assignments and course materials turning up on the internet is an ongoing problem for instructors as it facilitates cheating. After finding our quiz questions in decks of “flash cards” on Chegg and our students’ assignments on Course Hero, we began investigating creative solutions.
One major advantage of online learning is that an instructor can use the power of the internet for course content. Instead of having to create each lesson as a lecture in a face-to-face class, they can direct students to the exceptional content that already exists
Worksheets are commonly used in the K–12 realm to guide students through practice on new concepts. Despite their benefits, they are rarely used in higher education, perhaps due to the time needed to review them. But Wizer solves that problem by offering instructors a means
As college instructors, we always encourage students to ask questions in class or during office hours. But many students with questions do not ask them in class for fear appearing stupid in front of others. They also may not have the time to come to
The textbook in the online educator preparation course I was redesigning would not have been my first choice. It was dry, theory heavy, and difficult to read. I wanted to supplement it with an engaging discussion activity—a student-directed one—that would motivate students to read it
Over the past few years, there has been a lot of discussion about student persistence in online education and how to improve it (Lakhal et al., 2021). While exit interviews show that the most common reasons that students leave are ones they cannot directly control,
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