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There are many ways to provide feedback to students in an online course. When selecting the type and frequency of feedback, consider what the students want and how they will benefit from it without creating ...
I have been teaching online for 19 years, and during this time I have encountered many online courses where the layout was less than smooth, the writing quality embarrassing, and the contents confusing. And you ...
Consideration of convenience and flexibility typically leads instructors and instructional designers to favor asynchronous over synchronous learning. But given the potential benefits of synchronous communication, perhaps it's time to rethink the 100 percent asynchronous course.
As online professors we don't have the privilege of face-to-face contact with students during which they form impressions of us based on things such as facial expressions, tangible and intangible expressions of caring, and tone ...
A line of research (done mostly in Australia and Great Britain) has been exploring what prompts students to opt for deep or surface approaches to learning. So far this research has established strong links between ...
No, the objective isn't to make assignments optional. But the article referenced below raises the possibility of giving students some choice over the kinds of assignments they complete. In previous issues of the newsletter, we ...
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At most colleges, courses are starting to wind down and that means it’s course evaluation time. It’s an activity not always eagerly anticipated by faculty, largely because of those ambiguous comments students write. ...
Sometimes our understanding of deep learning isn’t all that deep. Typically, it’s defined by what it is not. It’s not memorizing only to forget and it’s not reciting or regurgitating what really isn’t understood ...
Are your students too answer oriented? Are they pretty much convinced that there’s a right answer to every question asked in class? When preparing for exams, do they focus on memorizing answers, ...
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