Students often avoid discussing how they’re working together in a group, especially if the subject is the group’s effectiveness. I think we sometimes forget how uncomfortable group work makes students feel. They do all sorts of things with each other socially, but those activities don’t
One of online learning’s biggest advantages over face-to-face learning is the ability to add interactions to learning content. Learning science has shown us that interactions are necessary to retain content, and thus today the best courses integrate activities directly into their learning content. But a
“Welcome to class, and by the way, when you review the course syllabus, you will see that one-third of your mark will come from group work.”
For many of us teaching in a postsecondary setting, the course syllabus review that includes a component of group
Most teaching careers last for years; for many of us, a lifetime. With noses to the grindstone, we don’t usually take stock of where we are in light of where we’ve been. We know that we aren’t teaching as we did in the beginning. The
“Response shows a complete lack of understanding.”
“Piece had no style or voice.”
“Position is incoherent.”
“Thesis is utterly incompetent.”
“Weak.”
“Ineffective.”
“Unsatisfactory.”
This is some of the discouraging feedback that we found in an interdisciplinary, cross-institutional survey of
The digital storytelling video format (sometimes called “audio slideshow”) is one of the simplest, yet most powerful, formats for delivering online lessons. By combining imagery found on the web with the creator’s narration, it integrates two sensory modalities to promote greater understanding and retention than
Names matter. We have linguist S. I. Hayakawa to thank for making clear why: language influences how we think and act. And although it is possible to become overly sensitive to language, more often we err on the side of not recognizing its profound influence.
Multiple-choice questions get a bad rap, and it is easy to see why. Most do not assess higher-order thinking—you either know the answer or you don’t. And if you do know the correct choice, it does not reveal depth of knowledge. So how can we
Here’s how collaborative notes typically work: on a rotating basis, students (usually one or two) take notes during class and then post them online. The collaborative notes are intended to support rather than replace individual note-taking, although they do provide absent students information about content
Retention improves when students can engage content at the time they encounter it, through questions or other interactions that move information from their immediate working memory to their long-term memory (Oakley & Sejnowski, 2018). But the modern learning management system (LMS) has not gone the
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