Most higher education institutions have put their classes online for the remainder of the term. Higher education is well positioned to take classes online because so much of teaching in higher education is lecture driven rather than reliant on one-on-one interactions as in the K–12
I think I killed my yeast.
It has been years, nay, decades, since I last baked bread without using a bread machine. It has even been years since I used a bread machine. I once regularly made a delicious honey graham bread. It always turned
Many faculty don’t expect to learn a lot from those end-of-course student comments. Students don’t write much, don’t always think carefully about what they write, and have been known to make ugly comments. Low expectations would seem to be justified, and that’s unfortunate. Because they’ve
We observed a new level of interest and excitement among participants during a recent faculty-teaching workshop. We attribute most of this energy to an innovative course design tool that we have been piloting at our university. Course design cards help faculty to brainstorm new approaches
I often wonder what students think about the assignments we create. In my experience, they frequently see assignments as having a limited and somewhat task-oriented relationship with their course work. Their concern about what counts for a grade is frequently one-dimensional and often usurps the
Research on active learning is moving beyond the “does it work better than lecture?” question to explore how particular kinds of active learning experiences influence learning. How appropriate and welcome! Do some of its many techniques promote learning better than others? Which ones? And what
A national survey found that Generation Z students (defined as those born between 1995 and 2012) ranked YouTube as their favorite learning tool (Overland, 2018). Yet many instructors think to themselves, “There is no way I could create videos like the professionals.” The good news
Students take a 10-question quiz at the beginning of class, and it’s graded immediately. The instructor provides some of the answers; the rest are discussed with consideration of the pros and cons of various answers. Students take notes on the quiz during this discussion. The
Being able to track your learning, make adjustments, and recognize when you have learned—those are skills that make a difference, both professionally and personally. Barry Zimmerman (1986), known for his work on self-regulated learning, defines learners with those skills as being “metacognitively, motivationally, and behaviorally
It is mid-semester, and you are excited as you have spent a lot of time creating content for your course and designing online activities to engage students. You are wondering whether and how students are using these materials. Below, I highlight six types of readily
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