The ongoing lecture-active learning debate has generated considerable response in public venues, on social media, and in faculty conversations. These exchanges need to include accurate information as to the instructional methods actually being used in courses. Is lecture as dominant as it once was? How
Policies governing deadlines, missed assignments, makeup quizzes or exams, use of electronic devices, extra credit, and grade calculation are part and parcel of college courses today. Most appear in the syllabus and are discussed when the course begins. Even though a policy may clearly state
A number of faculty are now using Twitter in their classrooms, with positive effects. Here are two examples using different approaches.
One of the most common mistakes I see among online faculty is to misuse questions under the guide of teaching by “Socratic dialogue.” Faculty will drop comments such as “Why did the author take this position?” into the margins of a student’s assignment thinking that
Screencasting is one of the most important tools in my inventory as an online teacher. I am constantly making screencast tutorials to teach students processes, such as how to send large files, how to develop course content, and the like. It takes as little as
Adaptive learning has drawn growing interest in education. The premise makes perfect sense. Instead of giving students of all knowledge and abilities the same content, the student is first assessed on his or her knowledge, then provided the content appropriate to that knowledge. The student
Online faculty often assume that all student collaboration should go through the LMS discussion board, but there are other methods of hosting discussion. Yanyan Sun of Ohio University and Fei Gao of Bowling Green State University experimented with Web annotations as an alternative to traditional
How do you inspire your online students to move beyond making status quo postings in your discussion component and lackluster responses to their peers? Is there a way to get students engaged in meaningful group work in the online classroom? Consider using problem-based learning (PBL)
Hundreds of studies have demonstrated that there is no significant difference in learning outcomes between online and face-to-face courses. But many students still report having a bad experience with online education because their instructor makes some easily identified mistake when moving courses online.
To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.
Magna Publications © 2024 All rights reserved