Screen after screen of text is what Kevin Gumienny refers to as “crappy” learning. Gumienny, curriculum coordinator for the Texas A & M Engineering Extension Service (TEEX), says that there are some valid reasons for using this type of instructional design—it’s easy to create and
Two researchers offer data helpful in answering the assessment question. They decided to take a look at a collection of rubrics being used to assess online discussions. They analyzed 50 rubrics they found online by using various search engines and keywords. All the rubrics in
Last fall, we did a survey of our top faculty to gather their best tips for teaching online. We observed that many of our top-tier faculty led very busy professional lives—counseling a full load of clients each week, teaching several classes for Liberty University Online,
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 use of case studies was the biggest sticking point. Case studies are an integral component of the business management curriculum.
Recently, it was reported that some schools’ open (read: free) online courses would give credits to students who took them—and in some cases these courses have no instructors. There are also online courses in which the participants merely follow the syllabus, take a few tests,
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 and ways that she has adapted her instruction accordingly.
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 throughout an online course to know how well you’re doing and how you might improve it.
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 15 students can be difficult. Fortunately, there are ways to maintain instructor presence and participation in online discussions without becoming
How nice it is when we teach an online course from beginning to end, with no errors, no problems, and no emergencies! Ah, but this is the stuff of fiction, for in reality each online instructor will encounter difficulties in his or her course. How
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. As Bethany Simunich says, “Online, learning doesn’t happen by chance.” In an interview with Online Classroom, Simunich, associate director of
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