In general, academia tends toward the emotionless, focusing on the content of ideas over feelings. But we are emotional beings, and emotions impact everything we do. Why wouldn’t emotions play into our experiences teaching and learning online?
In fact, we can be intentional in
Rebecca Yvonne Bayeck and Jinhee Choi of Pennsylvania State University recently did an interesting study examining how MOOC videos convey messages about culture and power through elements such as dress, setting, and character position. For instance, they found that educational videos from France and South
When a discussion didn’t go anywhere.
When a group couldn’t seem to work together.
When the answer was wrong.
When the grade was unexpected.
When not all that many students are paying attention.
What’s the best way to put students into groups? It’s the first task that confronts teachers who want students to work together. And the best reply is one of those “it depends” answers. Here are the questions on which it depends.
I lost a dear friend last month, the colleague and mentor who taught me more about teaching and learning than anyone else. Over the years, Larry Spence wrote a number of pithy pieces for The Teaching Professor. Here’s my favorite.
Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the generalizations reported in it. Like most articles that synthesize the
There is comfort in things that are black or white, isn’t there? It feels good to have clarity and to be able to predict an outcome with certainty. I’m a scientist and therefore well-schooled and admittedly comfortable with predictability. Because, at least in my world,
Consider this scenario: Two sections of an art history course taught by two different instructors. Both professors show slides of paintings—six paintings each by 12 different painters, a total of 72 paintings. Professor A shows all six paintings by the artist, one after the other.
Class discussions present teachers with a number of different challenges, including the often limited number who participate, those who make comments but do so without having done the reading, and the many students who, as Emily Gravett notes, treat class discussions as “down time.” (p.
Information literacy is critical to the success of a student, as many students fail due to not knowing how to find quality resources. While many instructors recognize this need, they normally incorporate it into their courses by asking a librarian to come in to do
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