Late last summer we set the goal to liven up our discussion boards. We wanted a forum that encouraged diverse points of view, student questioning, and respectful debate. We did so by creating the gamified discussion board called Discussion Hero. Discussion Hero has students adopt
Most online courses have what we call “traditional discussions,” which follow the read-write-post (and perhaps reply to a peer or two) pattern. Even if the discussion questions are interesting, both instructors and students can get tired of the same old routine. We recommend trying any
Faculty across disciplines have been increasingly embracing online learning, with the goal of enhancing student learning. The intention is good, but it doesn’t always produce the desired outcomes. Much of the traditional online content lacks interactivity and fails to engage students.
Student engagement has become a focus of higher education— online education in particular— over the past few years. The wide range of interactive methods now available on the web provides instructors with a multitude of ways to insert engagement into their courses.
I recently received a frantic phone call from a distraught colleague who had just received her student evaluations after teaching her first online course. Tearfully, she shared with me sample student comments such as, “I didn’t get any feedback on my assignments until it was
Ubiquitous learning—the idea that everywhere you go, you’re learning all the time—lets us take advantage of the concept that in every interaction, there may be opportunities for students to engage with our subject matter, if we can just get them into that holistic thinking mode.
The word “motivation” comes from a root that means “to move,” and really, motivation is about what moves us to begin something or to persist in a situation—in this case, a learning situation. Motivation is a driving force. It can be considered an external driving
Online course discussions are routine in online and blended classes, and they are gaining popularity in face-to-face courses as well. Proponents of online discussions tout that their use can help with community- and relationship-building, can push students to go deeper with course content and demonstrate
When we look at the value of collaborative group work, the research is clear: group work is beneficial to learning. It improves retention, critical thinking, persistence, motivation, satisfaction, engagement, time on-task, and the list goes on and on.
Now, these benefits are not unique to
After teaching online for a number of years, I grew weary of the normal “make an initial post, then respond to two others” discussions. Was there another way to engage students? How could I make discussions more meaningful and in-depth? Were there ways to ensure
Magna Publications © 2024 All rights reserved