When I first began teaching online, I instantly recognized online education’s potential to provide deeper discussion than face-to-face learning due to the greater thought-time to craft a comment and unlimited comment length. I saw students often expressing more insightful comments than I received in my
Go to an art museum and you will frequently see art students sitting in front of a painting with an easel making a copy of the work to learn their craft. Similarly, a common photo out of an NFL training camp is a line of
Frequent interaction with learning content is critical to learning and retention because it is needed to move information from our working to long-term memory. That is why it is a good practice to add interactions to videos every five minutes or so. These interactions can
Mistakes are an important learning device, and good teachers will actually induce mistakes as a teaching device. Military training often puts recruits into situations where mistakes are inevitable so that the recruits can learn from them. Similarly, NFL rookies are often told to not worry
In an online environment, keeping your audience’s attention and focus on the critical concepts can be a challenge. Visuals are one of the most powerful ways to engage online learners, especially those from the upcoming generations. We will discuss how the visual design quality of
It’s hard to say—we have no definitive measures of learner-centeredness or even mutually agreed upon definitions. And yet, when we talk about it, there’s an assumption that we all understand the reference.
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In a perfect world, college students would always be eager, well disciplined, and respectful.
In the real world, some students come to class late, miss deadlines, or fall asleep during lectures. Others monopolize class time, make insulting or abusive comments, and even physically threaten or
I recently received a frantic phone call from a distraught colleague who had just received her student evaluations after teaching her first online course. Tearfully, she shared with me sample student comments such as, “I didn’t get any feedback on my assignments until it was
Can students collaborate on the feedback they provide faculty? How would that kind of input be collected? Both are legitimate questions, and both were answered by a group of marketing faculty who developed, implemented, and assessed the approach.
The first argument, supported by research cited
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