Based on the time I’ve spent reviewing student papers, it is clear to me that most students do not relate plagiarism to anything they themselves might do when writing. It’s a classic case of “Thee, not me.” I think several factors account for this prevalent
They’re the kind of questions that promote thinking and result in sophisticated intellectual development. They’re the kind of questions teachers aspire to ask students, but, according to research, these types of questions aren’t the typical ones found on most course exams. Part of the disconnect
Many faculty now have students do some graded work in groups. The task may be, for example, preparation of a paper or report, collection and analysis of data, a presentation supported with visuals, or creation of a website. Faculty make these assignments with high expectations.
Faculty and students are equally concerned about and frustrated with students who don’t do their fair share of work in groups. For faculty, it’s a concern that prevents them from using group work. With five, 10, or maybe even 20 different groups working on a
It’s not the first time we’ve addressed the issue: why don’t students use our feedback to improve their performance (their writing, their exams, their professional skills)? A revisit is justified because it’s such an important question and because answers are more elusive than we might
Students love it when teachers provide class notes—the more complete the set, the better. Students want the teacher’s notes online because it’s convenient, they’re readable, well organized, and relieve the student of having to expend much effort during class. A lot of students need the
Course websites now include such things as the course syllabus, PowerPoint slides, study guides, discussion questions, links to online content sources announcements, reminders of due dates, and opportunities for online discussion via e-mail and discussion boards. Most faculty put materials online to help students learn
Despite the ever-growing body of evidence that unequivocally supports the need for clear, detailed, timely feedback in response to students’ work, the practical demands of the online classroom leave me struggling to translate pedagogical knowledge into practice. Let’s face it: there is a LOT of
Christy Hawkins, director of continuing and professional education at Thomas Nelson Community College, offers the following recommendations to help retain online learners:
A teacher must grab the student’s attention right away to motivate the learning, and nothing grabs interest as quickly and easily as animation. It may sound exotic, but new (and cheap) software has made animation simple to produce.
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