Do you remember where you were when the masks finally came off in your classroom? We do! Something was different. For the past two years, we had floundered in a swirling cauldron of new teaching technology as we were asked to sink or swim in
It is best practice to open online courses with a welcome to students. The online format will be new for many students—in particular, adult students who are returning to school after a long absence—and they may be uncertain of their ability to perform in the
“Welcome to class, and by the way, when you review the course syllabus, you will see that one-third of your mark will come from group work.”
For many of us teaching in a postsecondary setting, the course syllabus review that includes a component of group
Experience shows that online courses naturally lend themselves to more self-disclosure on the part of faculty and students than face-to-face courses do, possibly due to the increased quantity of discussion. Most large lecture courses have little if any discussion, and while smaller classes may have
Online community is an important part of an effective online classroom, but it can often be difficult to establish. This is true regardless of the modality. One of the most commonly used frameworks for building an effective online community is the Community of Inquiry framework
When my institution closed because of the pandemic, I was asked to teach an entirely virtual organic chemistry course (class and lab) in the 2020 summer semester. This was the first entirely virtual organic course at our college and my first entirely virtual course of
Ever since reading the article about how Professor Ashok Goel used bots to enhance the student experience for his computer science class, we have been wondering how artificial intelligence (AI) can be used in education. At our business school, we do not use this technology
Good teaching requires a special blend of the personal and the professional. Although there’s a fine line between revealing a piece of oneself to build rapport and sharing too much information, sharing past experiences—telling personal stories —is completely justified when it furthers learning and fosters
I believe my capacity for empathy is an essential part of my teaching persona. For that reason, I was more than intrigued by the title of Paul Bloom’s book Against Empathy (Jan. 2016). After reading it, I recognized that a number
As teaching professors, we know first-hand how complex an endeavor teaching is. The sheer number of instructional interactions, decisions, and processes can be overwhelming to enact, much less to master. To streamline such complexity, I have adopted what I consider a beneficial perspective. In its
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