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.
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During a conversation about evidence-based teaching, a faculty member piped up with some enthusiasm and just a bit of pride, “I’m using an evidence-based strategy.” He described a rather unique testing structure and concluded, “There’s a study that found it significantly raised exam scores.” He
I’m imagining that this department head works at an institution where budgets are tight, everyone works hard at recruitment and retention, and teaching is an important part of the institution’s mission. The wishes aren’t in any particular order.
Some thoughts about change—not so much what to change, as the process of change, offered in light of its slow occurrence.
Yes, lecture is a good example. In a recent survey, 275 econ faculty who teach principles courses reported they lectured 70 percent of the
As an adjunct professor and one who works daily with faculty in helping them understand online education, I have noticed and heard of increasing numbers of professors going missing in action (MIA) while teaching their online course. This is particularly disturbing since engagement is the
In-class activities can be a great way to foster student engagement in the classroom. Depending on the activity, the results can vary greatly. Sometimes they can fall flat, but every so often an activity manages to hold the students’ undivided attention.
Research on teaching and learning is being done in virtually every discipline as well as in various education subfields. Unfortunately, the research in each of these domains tends to advance knowledge independently. Faculty researching the effects of clickers in biology courses are usually unaware of
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