Here’s a set of questions about large classes that I’m thinking we ought to be discussing more than we are.
1. How many students make it a large class? Teachers who do and don’t teach large classes have their opinions, but it’s not clear who has
Technology has transformed how education is delivered. Yet the digital revolution has not had a dramatic influence on how students are assessed. Most instructors are still using the standard exams, problem sets, or papers to assess student learning.The problem with these methods is that they
Students will naturally start losing motivation in a college course over time. This is an even bigger problem in online courses, where students can easily feel distanced from the instructor and each other. As an instructor, I notice this as a steadily deteriorating quality
Some faculty go into online education under the impression that it will take less time than face-to-face teaching because lecturing is eliminated. But we know that online teaching takes as much, if not more, time than face-to-face teaching because of the added engagement with students
Augmented reality (AR) is a growing field that offers new ways for teachers to engage students. Augmented reality allows people to view objects on their mobile device with content overlaid on the screen. For instance, when looking at a storefront, the user might see a
Most teachers consider Wikipedia the devil’s realm, a place where rumor and misinformation are spread. But in reality, studies have found that Wikipedia has an accuracy of a regular encyclopedia. Inaccurate information is quickly corrected by volunteer editors, and there are strict standards for entering
I just finished putting together some materials on grading policies for a series of Magna 20-Minute Mentor programs, and I am left with several important take-aways on the powerful role of grading policies. I’m not talking here about the grades themselves, but instead the policies
There’s only one first day of class. Here are some ideas for taking advantage of opportunities that are not available in the same way on any other day of the course.
We are definitely way more interested in learning than we used to be. In the early years of my teaching and faculty development work, it was all about teaching: improve it and students will automatically learn more. Now the focus is on how students learn
Students perform poorly in our courses for a variety of reasons. Here are some students you’ve likely encountered over the years, as well as a few ideas on the type of feedback that best helps them turn things around.
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