Screen after screen of text is what Kevin Gumienny refers to as “crappy” learning. Gumienny, curriculum coordinator for the Texas A & M Engineering Extension
When Scotty Dunlap, assistant professor of safety, security, and emergency management at Eastern Kentucky University, surveyed his students about group work at the outset of
Faculty members in the business department at Brigham Young University-Idaho were skeptical about the prospect of creating a totally asynchronous online business management program. The
Through regular student feedback, Jennifer Luzar, associate professor of language arts at Northwood University, has compiled the following things students want in their online courses
Feedback from students should not wait until the end of the course. Jennifer Luzar, associate professor of language arts at Northwood University, recommends surveying students
In small online courses, instructors have the luxury of participating in frequent personal interactions with students in online discussions. But doing this with more than
Because online courses have fewer opportunities for the spontaneous, real-time exchanges of the face-to-face classroom, online instruction requires a deliberate approach to design and facilitation.
Because successful communication is essential to learning in an online course, instructors and instructional designers need to foster a respectful, welcoming environment and to prepare
Consideration of convenience and flexibility typically leads instructors and instructional designers to favor asynchronous over synchronous learning. But given the potential benefits of synchronous communication,
There are many ways to provide feedback to students in an online course. When selecting the type and frequency of feedback, consider what the students
