I was visiting one of the graduates of our theological college some eight years after he had completed his studies. It was fascinating to observe that in the course of a 60-minute conversation, he made clear reference to five specific course themes—three from courses he
Most faculty now recognize the importance of students being able to direct their own learning. It’s what positions them for a lifetime of learning. And most faculty also recognize that many of our students are more dependent than self-directed. They want the teacher to make
There is no question that self-regulation of learning is more essential in online than in face-to-face courses. In online courses, students cannot depend on having a teacher physically there to answer their questions and keep them on track. Online students are more responsible for planning
Not all students taking online courses are good self-regulated learners. Authors Rowe and Rafferty believe there are interventions online teachers can use that develop these very necessary skills. Based on an extensive review of research on interventions in postsecondary courses, they suggest four interventions.
We, as instructors, often discuss our teaching philosophies but rarely consider our learning philosophies and those of our students. I believe that a learning philosophy is different from a learning style, which is often described as an innate student quality. In contrast, a learning philosophy
Students nowadays can be pretty demanding about wanting the teacher’s PowerPoints, lecture notes, and other written forms of the content presented in class. And a lot of teachers are supplying those, in part trying to be responsive to students but also because many students now
Students need to be able to make decisions about learning on their own. Are there instructional behaviors teachers can use that move students in that direction? There are, and the research highlighted here offers one very practical set of teacher behaviors that increase student autonomy.
The prevalence of “math anxiety” or “math phobia” is well established. Most of us who teach math have seen it firsthand. But math isn’t the only subject that students find frightening or think they can’t possibly learn. I’m writing about my efforts to help students
Is that possible? At first pass, it doesn’t seem likely, but the study referenced below contains 10 years’ worth of data confirming that student learning increased with less content and more inquiry. Let’s explore the context and detail the findings.
Magna Publications © 2023 All rights reserved
