Incivility in the online classroom can take many forms. Angela Stone Schmidt, director of graduate programs in the School of Nursing and associate dean College of Nursing & Health Professions at Arkansas State University—Jonesboro, uses Morrisette’s definition: “interfering with a cooperative learning atmosphere.” So in

The options we have in communicating with our online students have markedly increased, and no longer are we limited to text-only emails and postings. In past columns I have mentioned a few of these, such as the use of audio and live chats, but it’s

Self-regulation—controlling the factors that affect one’s learning—is an important skill for online learners to possess. Course design that encourages metacognition can help online learners develop their ability to self-regulate. In an interview with Online Classroom, Maureen Andrade, associate vice president for academic programs at Utah

At the University of Wisconsin’s Annual Conference on Distance Teaching and Learning, Francesca Catalano, associate professor and faculty director of STEM at the American Public University System, offered several ways to engage students in the discussion board.

Gary Ackerman, director of the Center for Teaching and Learning at Mount Wachusett Community College, works with faculty to incorporate active learning into their online and face-to-face courses, and while there are differences in these learning environments, active learning can be implemented just as well

Educators need to understand international students’ challenges in online classrooms. Both language and cultural differences influence how well they can fit in U.S. universities. To promote international students’ academic success in online classrooms, faculty should not only focus on teaching their subject matter knowledge, but