Donald R. Bacon, editor of the Journal of Marketing Education and notable pedagogical scholar, points out in the journal’s Editor’s Corner that perceived learning and actual learning are “distinctly different constructs.” An accurate understanding of those differences needs to be part of our thinking.
It is the beginning of the semester and faculty and students are excited about their classes. There is something about meeting your new students, a feeling you are transforming the lives of citizens. So, if the students are excited, why then, soon after the semester
Student portfolios have become popular in higher education due to their variety of uses. They can document a student process, such as how an engineering class built a robot (Gallagher and Poklop, 2014). They can document a student’s work across a program, such as an
Instructors today seek creative ways to use technologies with which students are familiar as a means of improving student engagement. One good technology is Pinterest. Pinterest is a social media tool that has been described as a “virtual bulletin board.” It allows students to group
Most teachers would answer yes. It’s one of the reasons they want students to participate. Whether they’re paying attention because the teacher may call on them, or whether the questions and answers being exchanged have piqued their interest, participation keeps students engaged.
The ongoing lecture-active learning debate has generated considerable response in public venues, on social media, and in faculty conversations. These exchanges need to include accurate information as to the instructional methods actually being used in courses. Is lecture as dominant as it once was? How
A number of faculty are now using Twitter in their classrooms, with positive effects. Here are two examples using different approaches.
Screencasting is one of the most important tools in my inventory as an online teacher. I am constantly making screencast tutorials to teach students processes, such as how to send large files, how to develop course content, and the like. It takes as little as
In-class activities can be a great way to foster student engagement in the classroom. Depending on the activity, the results can vary greatly. Sometimes they can fall flat, but every so often an activity manages to hold the students’ undivided attention.
“I suspected that my students were not reading the assigned textbook and articles with the attention or consistency I had intended.”
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