Most faculty live in a world of words, whether it be lecturing, writing, or reading, and for this reason think in terms of text when creating learning modules. But images capture our attention in ways that words cannot. The video of the Tacoma Narrows Bridge
Transforming an in-person course to an online teaching and learning environment is always challenging, especially if the course has a laboratory or studio component. As two co-instructors of a large introductory inquiry-based biology laboratory course with nearly 400 students enrolled, we faced such a challenge
Conferences between student writers and their writing teachers are a time-honored staple of process-oriented writing instruction. Online classes, while they may incorporate many of the other elements of the writing process model, frequently omit writing conferences since the face-to-face, real-time format that is typical of
Studies show that many students do a poor job of studying (Miller, 2017). Quite a few just scan the readings again or cram the night before a test in hopes that the information will last until the next day. But neither strategy is especially effective.
Escape rooms have become a cultural phenomenon over the past few years. Groups of people pay to be put into “locked” rooms they can escape only by solving a series of clues. But now education is starting to use escape rooms in both face-to-face and
Swapna Kumar, Florence Martin, Kiran Budhrani, and Albert Ritzhaupt (2019) recently released the results of a study of the practices of online teachers who had won awards from one of three professional organizations. These practices, summarized below, can serve as guides for all online teachers.
Educators have long praised the value of simulations and role-playing exercises and the impact of those experiential activities on student learning. As Bjorn Billhardt (2005) explains, “Simulations offer huge advantages over lectures, handbooks, or on-site trainers. They engage students while helping them retain and apply
Most higher education institutions have put their classes online for the remainder of the term. Higher education is well positioned to take classes online because so much of teaching in higher education is lecture driven rather than reliant on one-on-one interactions as in the K–12
As instructors, we want our students to be self-directed learners. We want them to be able to evaluate their submissions and think through their learning process. In fact, thinking about one’s thinking improves understanding of content and assignment submissions (Bowen, 2013). But the challenge is
It is well-known that reflection is a key to learning and retention. Our minds are not computer programs that can simply download information with complete fidelity. Rather, they build knowledge by blending prior content with new information. This process requires a pause in the delivery
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