There is growing interest in the pedagogical literature in something called feedforward. It is, as the name implies, the opposite of feedback, which provides input after the fact. Feedforward offers input focused on the future. It lets students know what they should be doing or
The rethinking of feedback as proposed by Boud and Molloy in an article referenced here involves something called “sustainable assessment,” and its overarching goal is equipping students to be lifelong learners.
I have had students who missed class ask if they can stop by during office hours to “catch up” on what they missed. Some of my classes are scheduled for three-hour blocks; we meet once a week. With all my other academic obligations, I rarely
Could you use some tips to help you keep up with how technology is changing teaching and learning? Here are 10 that the authors of the article referenced below call “timeless” because they’re designed to help faculty keep up no matter what form the technology
Valerie Powell, assistant professor of art at Sam Houston State University, decided to supplement her face-to-face courses to extend the classroom and provide opportunities for students who are not comfortable speaking up in the face-to-face environment. Rather than demanding that students interact using a specific
Students are often more comfortable doing course-related research online than in a library. Online research is convenient, and they’re used to it. But it’s not always the most reliable. One way to motivate students to do at least some of their work in physical libraries
Whenever Barbara Polnick teaches online, she pays special attention to fostering a community of learners, focusing both on the design of the course and the way she facilitates it. Polnick, associate professor in the educational leadership program at Sam Houston State University, bases her approach
Screencasting is an ideal way for instructors to add a visual component to voice feedback, and make the experience similar to the student sitting next to them in the office. The instructor records his or her comments while highlighting passages in the student’s work where
Susan Nix, program chair and associate professor of educational leadership at West Texas A&M University, uses Malcolm Knowles’ adult learning concepts when teaching adult online learners. This article describes ways she adapts her online courses to align with these principles.
Successfully transferring a face-to-face course to the online learning environment requires careful preparations that take into account differences between these two modalities.“If you simply take your face-to-face class and put it online and teach it electronically, you will fail miserably,” says Paul S. Caron, director
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