A learner-centered syllabus shifts the syllabus emphasis from “What will be covered?” to “How can the course promote learning and intellectual development in students?”
I’ve been involved in online learning for 10 years and I’ve seen massive changes, both in the technology as well as in the way people react to the idea of online learning. Even as it gains massive popularity, online learning is still not necessarily mainstream.
A large percentage of today’s college students spend a semester or year studying abroad. The purpose of these experiences is to give students a global perspective by learning about other cultures, but often they huddle around their peers without truly immersing themselves in culture.
It is the beginning of the semester and faculty and students are excited about their classes. There is something about meeting your new students, a feeling you are transforming the lives of citizens. So, if the students are excited, why then, soon after the semester
MOOCs are badly misunderstood within higher education. Reports focus on their low completion rates as a sign of failure, but to do so uses the wrong rubric. Students are not taking these classes to fulfill degree requirements, but simply for the knowledge they offer; they
It’s jargon, and in this case “knowledge decay” refers to how fast students forget what they have learned for a test. There’s a general sense among faculty that they forget a lot, quickly. Research would respond to our general impressions with answers that clearly support
The syllabus is often described as a road map to the course. But along with laying out the direction and details of the course, it also conveys messages about what the course will be like. These messages are not communicated explicitly but are more a
Many students don’t pay much attention in class. They come to class, but most of the time, only their bodies are present. When they study, that demanding task occurs as they attend to a host of other, often more engaging mental activities. It is a
“If a picture is worth a thousand words, it should be given that much of your time,” says Edward Tufte. Biology professor Amy Wiles says it was what got her started thinking about the importance of visual representations in her field: “Students needs to be
It’s another of those phrases frequently used and almost universally endorsed but not much talked about in terms of implementation. What does facilitating discussion mean? How should a teacher do it? Two faculty researchers, Finn and Schrodt (2016), frame the problem this way: “The literature
