When students do poorly on an assignment, faculty generally chalk it up to either a) lack of effort or b) lack of intelligence. But problems in product are usually problems in process, and often students lack the “self-regulated learning strategies” needed to be successful (Wandler
When I see yet another survey asking faculty their opinions about whether online teaching can achieve learning outcomes as well as face-to-face teaching, I immediately ask why they are using face-to-face teaching as the standard of quality education. Why are they not asking whether face-to-face
We seem to have advanced from the traditional web page to an “appified” world where we use a specific app to reach what we want on the web rather than a web browser, whether we are checking the weather, posting on Facebook, or sending a
Have you ever thought, “There has to be a better way!” while grading your online learners’ discussions? It is no secret that grading student discussions is time consuming, laborious, and tedious, considering the disproportionate amount of time required to give solid, quality feedback on a
Students regularly talk to one another about homework and course assignments. They discuss what they think the teacher wants, offer advice about what to study, and sometimes look at one another’s work and provide feedback. That feedback runs the gambit from generic commendations like, “that
“This is not a C paper!” “This answer deserves more points.” “Half of my work on this problem is correct, but I got less than half credit.” Grades are terribly important to most students, so when they object to a grade, they often do so
A recent issue of the journal Issues in Accounting Education published teaching statements written by the 2016 winners of the Cook Prize, a national prize that recognizes superior teaching in accounting. Part of the statement, written by Billie M. Cunningham, who teaches accounting at the
It’s one of the questions always asked by faculty using group work. Sometimes students tell the teacher they want to form their own groups. Teachers worry about those students who aren’t well connected with others in the class. Will they be invited to join a
When faculty consider adopting a new instructional approach, there’s always a question about how it will be received by students. Will they engage with it and learn from it, or will they resist, as in complain, participate reluctantly, and give the course and instructor low
It’s a favorite refrain: “The best teaching is teaching that is a genuine, authentic representation of who you are.” Yes, in the classroom we are obligated to be professional, but being professional should not prevent students from seeing their teacher as a real person.
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