Student engagement—Could it be the most common phrase in the teaching-learning domains of higher education? It’s has to be in the running—essential for learning with unquestioned importance and dutifully intoned by everyone. I was intrigued by a recent account (Spiker, 2020) of a teacher’s exploration
The LMS discussion forum was once the only real option for hosting discussion in an online course. But today there are a variety of options, from videoconferencing to social media to online post-it boards. The choices can leave faculty perplexed as to which to use.
Summer is a great time to sit outside. I remember when we were building a new patio. The contractors delivered a huge pile of rocks to our front yard. Big stones. Midsize stones. Some multihued and no larger than hefty pebbles. The patio was going
Online faculty tend to assume that all student communication needs to go through the learning management system (LMS). But the LMS is not designed for the more spontaneous synchronous chat that you might get in a campus hallway or coffee shop, where someone might say,
I know two faculty members who are top-of-the-line teachers. I’ve seen them teach and interviewed students in their courses. They are two of the best. Even so, both struggled mightily with online teaching during the pandemic. “For me,” one of them reported, “online teaching demands
How do you study for exams? Are you using evidence-based strategies? Did you know there are ways to study that improve exam scores? Educational psychologists and others have researched study strategies extensively, and their findings show that some approaches consistently produce higher test exam scores.
Expectations shape our responses. I come to supper thinking we’re having salmon, and instead it’s chicken thighs. I’m not smiling. A student studies for the exam, feels prepared, breezes through the questions, and anticipates a good grade. If the grade ends up a C, the
Due to the impact of the COVID-19 pandemic, many institutions have restructured their study abroad programs to make them virtual. Students stay “in country” but do a variety of activities to learn about their country of study, such as view expert speakers, engage in virtual
Two readings triggered my thinking about contrasting images for education. In Charles Dickens’ Hard Times, Mr. Thomas Gradgrind tells us that education is stuffing facts into the minds of students. The more, the better. The quicker, the better. In current terms he favors “information bombardment.”
Prior to a scheduled exam, student prepare a study game plan. They describe how they would normally study for an exam in this course. Then they select two research-based study strategies, not regularly used, and agree to try them out as they prepare for the
