Feedback on performance has proven to be one of the most important influences on learning, but students consistently report that they want and need far more feedback than they get from their instructors (Hattie & Zierer, 2019). One of the main reasons for this relates
Micro-credentials and badges have become popular in education today, but there remains considerable confusion about what they mean due to differences in how the term “badging” is used in education.
Feedback has been proven to be one of the most important factors to student success (Hattie, 2009). Unfortunately, students are starved for feedback from their instructors (Purdue Global, 2013). Graduate programs focus on teaching their students how to publish, lecture, and grade but not how
Plagiarism detection reports from companies such as Turnitin are the primary way that faculty identify cheating on written work. But my experience in working with hundreds of faculty has shown me that most misread these reports because they have not received proper instruction on how
I recently had an instructor ask whether the feedback he was about to provide to a student was too harsh. He said the student’s writing was a mess and that there was no way that the student would make it through their program without writing
While most faculty think of assessments as used to measure learning after the fact, formative assessment classroom techniques (FACTs) give an instructor a snapshot of where students are in their learning so as to address any gaps in their understanding. Online instructors have a variety
There is an unfortunate tendency among higher education publications to measure the quality of online education by surveying faculty on whether they think online education is as good as face-to-face learning. But do these surveys ask whether the faculty answering have actually taught an online
As instructors, we often assume that students must learn from us and no others. But feedback on performance is one of the most important factors to learning, and peer feedback can fill in the gaps in instructor feedback or preempt instructor feedback to improve student
A lot of students are terribly optimistic about the grade they’ll be getting in a course. They start out imagining that they’re going to do very well, especially if they’ve decided it’s an easy course. And when they miss an early assignment or get a
Working well collaboratively is an important skill to teach, but simply putting students together in groups and asking them to work together online doesn’t necessarily result in learning. A good way to ensure learning is to provide a rubric to help students understand what is
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