For me, the move from in-person teaching to asynchronous online teaching took place over decades, but it still presented a challenge that threatened fundamental aspects of my identity as an educator: the dynamic exchange of energy between me and my students and the importance of
Traditional slide decks for hosting content in live videoconferences have the major drawback that the content is static and fixed ahead of time. Students can only watch passively and respond through the chat box on the side, and their comments are easy to miss if
We associate artificial intelligence with text-generating systems like ChatGPT. But AI can also produce content in a variety of digital formats, including images, videos, and audio. These tools allow instructors and instructional designers to create custom content that enriches their online courses without high-level technical
As widely used communications media, videos and podcasts should be at the heart of any online class. The problem is that it is nearly impossible to make mistake-free videos and podcasts—at least if you speak off the cuff, as people who make a lot of
While written assessments are the most common tool for measuring learning today, the earliest form of assessment was oral. The Socratic dialectic used by the ancient Greeks, and still used today in Oxford’s tutorial system, combined learning and assessments through a conversation with the student.
Technology has allowed online educators to upgrade their teaching material from pages of text to media formats with images, videos, and interactions. But the syllabus generally remains a text-only document. Now some educators are working to bring the syllabus in line with the rest of
“Presence” has become a major buzzword in online teaching circles. Authors and speakers repeatedly champion methods and technologies meant to improve instructor presence in the online classroom. But what types of activities best improve instructor presence in students’ eyes, and what do they value? Sharon
Feedback on performance has proven to be one of the most important influences on learning, but students consistently report that they want and need far more feedback than they get from their instructors (Hattie & Zierer, 2019). One of the main reasons for this relates
The asynchronous discussion forum greatly improved the breadth and depth of discussion that is possible in a class. Whereas face-to-face class discussion is mostly students talking to the instructor, the LMS discussion forum facilitated student conversations with one another.
It is no surprise that students and faculty have different perspectives on what makes for a quality online class. What is surprising is how little research there is on this difference. Steele, Dyer, and Mandernach (2023) recently began filling this void with a survey that
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