Getting students to do their assigned reading is a struggle. Most teachers don’t need anyone to tell them what the research pretty consistently reports. On any given day, only 20 to 30 percent of the students arrive at class having done the reading. Faculty are
A study on student texting that confirms what most of us know: doing two things at the same time does not mean that both are being done equally well.
In an article billed as a “field guide” to constructivism, three authors from the sciences focuses on cognitive constructivism and aims to equip faculty with what they need in order to determine how constructivist a learning activity is. The authors propose that constructivist activities can
I teach history and geography at a small college in rural Ohio, and like many in my profession, I’ve been watching the development of massive open online courses with some concern, particularly since MOOCs started being absorbed into curricula. In the office-door debates I engage
The online classroom can be a space that supports and showcases student creativity. The learning management system can become a place where students expand their learning beyond traditional online means. With a host of free tools available on the Internet, online students have the ability
In an age where a school’s web page is its most important information tool, most websites now include faculty biographies. But what do you find in those bios? The faculty member’s PhD- granting institution, publications, research interests, etc. In other words, nothing that is of
Despite the difficulty of scheduling synchronous online meetings, they can play an important role in creating community, engaging students, and helping clarify difficult concepts. In a recent interview with Online Classroom, West Texas A&M instructional designers Susan Fulgham and Krista Favela offered their recommendations on
Threaded discussions can provide excellent opportunities for students to engage in critical thinking. But critical thinking isn’t an automatic feature of these discussions. It needs to be nurtured through clear expectations, carefully crafted questions, timely and useful feedback, and creative facilitation.
I recently read an article in Studies in Higher Education titled “Why Do Academics Blog?” It got me thinking about this blog and why I do it.
I’ve started to notice a couple of consistencies in our instructional practice that concern me. First, there’s the consistency in practices across courses, regardless of level. I mentioned in a previous post that I didn’t think capstone and other upper division courses should have the
Magna Publications © 2023 All rights reserved
