When Washington University School of Law enlisted the help of 2U, Inc., (www.2u.com) to develop its online master of laws program, the challenge was to figure out how to make the Socratic case method work in an online environment.
While the limitations of online teaching preclude on-site meetings with students, the fact remains that seeing a face adds essential elements to a message that cannot be conveyed by email or phone. Our faces humanize us, making others more receptive to our messages. Plus, most
Incivility in the online classroom can take many forms. Angela Stone Schmidt, director of graduate programs in the School of Nursing and associate dean College of Nursing & Health Professions at Arkansas State University—Jonesboro, uses Morrisette’s definition: “interfering with a cooperative learning atmosphere.” So in
The options we have in communicating with our online students have markedly increased, and no longer are we limited to text-only emails and postings. In past columns I have mentioned a few of these, such as the use of audio and live chats, but it’s
Self-regulation—controlling the factors that affect one’s learning—is an important skill for online learners to possess. Course design that encourages metacognition can help online learners develop their ability to self-regulate. In an interview with Online Classroom, Maureen Andrade, associate vice president for academic programs at Utah
At the University of Wisconsin’s Annual Conference on Distance Teaching and Learning, Francesca Catalano, associate professor and faculty director of STEM at the American Public University System, offered several ways to engage students in the discussion board.
Gary Ackerman, director of the Center for Teaching and Learning at Mount Wachusett Community College, works with faculty to incorporate active learning into their online and face-to-face courses, and while there are differences in these learning environments, active learning can be implemented just as well
Educators need to understand international students’ challenges in online classrooms. Both language and cultural differences influence how well they can fit in U.S. universities. To promote international students’ academic success in online classrooms, faculty should not only focus on teaching their subject matter knowledge, but
The multicultural classroom is found in nearly every online course. It blends students from a variety of cultures, resulting in a rich and diverse learning environment. Some students may use English as a second language (ESL) or English as an additional language (EAL), while others
In the face-to-face classroom, nonverbal communication such as facial expressions, body posture, eye contact, gestures, and attendance are often used to gauge students’ engagement and understanding. Instructors can use these cues to know when to provide additional support and instruction before proceeding to the next
Magna Publications © 2024 All rights reserved