Online discussions aren’t a new thing anymore; they regularly occur in online courses and courses with online components. What we’ve learned for sure: they’re a mixed bag. On the plus side, they make participation safer. Students can make a post, walk away, and not worry
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
We all want students to come to class prepared, having done the readings, and ready to actively participate in discussions and activities. Although the practice is debated, many of us use participation grades to encourage the types of behavior we want to see in class.
A recent study found that professors and students aren’t on the same page when it comes to the course syllabus (Lightner & Benander, 2018). How about you and your students? As faculty, we probably don’t all see eye to eye, but most of us consider
Many instructional technology products do not achieve high levels of use. Others are adopted but quickly abandoned. Technologies fail for myriad reasons, but many failures can be avoided if a comprehensive evaluation process is used before adoption. We analyzed the reasons for failure and, from
I give students in my literature courses a lot of weird assignments: I have them make and post films about why people should read Dickens. I tell them these films should show careful analysis of the text but should also entertain and have good music
It’s a great question and not one most of us ask ourselves as often as we should. Is creating or reconstituting a course a design process, or is it more like course assembly? Even though instructional designers are more visibly present than they used to
Students who transition to online learning often feel apprehensive about and frustrated with the unfamiliar format. To better support these students, I created a “letters to successors” intervention akin to the presidential tradition of an outgoing president’s leaving a letter for the incoming one. My
Almost 70 percent of students in 10 sections of an introductory biology course reported that the instructor provided a justification for using active learning in the course. That’s encouraging. Students need to know the rationale behind what we ask them to do in the course.
Many instructors incorporate teamwork into their courses to teach skills that are critical for academic and business success. Yet many students and faculty also dread the inevitable problems that doing groupwork—face-to-face or online—creates. It can be difficult to ensure equal participation by all team members,
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