When Washington University School of Law enlisted the help of 2U, Inc., (www.2u.com) to develop its online master of laws program, the challenge was to figure out how to make the Socratic case method work in an online environment.
Supriya Sarnikar, associate professor in the Economics and Management Department at Westfield State University, enrolled in several MOOCs (Massive Open Online Courses) offered through Coursera for several reasons: personal enrichment, to learn of any pedagogical or technological innovations these courses offered, and to better understand
Careful preparation is essential to the success of an online course “to provide a positive experience for the students and to be able to maximize your time with students so that you’re not spending time on reworking things that weren’t clear up front,” says Ann
While the limitations of online teaching preclude on-site meetings with students, the fact remains that seeing a face adds essential elements to a message that cannot be conveyed by email or phone. Our faces humanize us, making others more receptive to our messages. Plus, most
Incivility in the online classroom can take many forms. Angela Stone Schmidt, director of graduate programs in the School of Nursing and associate dean College of Nursing & Health Professions at Arkansas State University—Jonesboro, uses Morrisette’s definition: “interfering with a cooperative learning atmosphere.” So in
The options we have in communicating with our online students have markedly increased, and no longer are we limited to text-only emails and postings. In past columns I have mentioned a few of these, such as the use of audio and live chats, but it’s
Self-regulation—controlling the factors that affect one’s learning—is an important skill for online learners to possess. Course design that encourages metacognition can help online learners develop their ability to self-regulate. In an interview with Online Classroom, Maureen Andrade, associate vice president for academic programs at Utah
The University of Wisconsin’s Annual Conference on Distance Teaching and Learning is a good place to keep abreast of current trends in distance education. This year the two hottest topics were open education and mobile learning.
At the University of Wisconsin’s Annual Conference on Distance Teaching and Learning, Francesca Catalano, associate professor and faculty director of STEM at the American Public University System, offered several ways to engage students in the discussion board.
Gary Ackerman, director of the Center for Teaching and Learning at Mount Wachusett Community College, works with faculty to incorporate active learning into their online and face-to-face courses, and while there are differences in these learning environments, active learning can be implemented just as well
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