The University of Wisconsin’s Annual Conference on Distance Teaching and Learning is a good place to keep abreast of current trends in distance education. This year the two hottest topics were open education and mobile learning.
At the University of Wisconsin’s Annual Conference on Distance Teaching and Learning, Francesca Catalano, associate professor and faculty director of STEM at the American Public University System, offered several ways to engage students in the discussion board.
Gary Ackerman, director of the Center for Teaching and Learning at Mount Wachusett Community College, works with faculty to incorporate active learning into their online and face-to-face courses, and while there are differences in these learning environments, active learning can be implemented just as well
We’ve heard a lot about the “flipped classroom” lately. The premise makes perfect sense. The traditional classroom devotes class time to pushing content to the student, while the student engages that content outside class as “homework.” The problem is that if the student encounters problems
Educators need to understand international students’ challenges in online classrooms. Both language and cultural differences influence how well they can fit in U.S. universities. To promote international students’ academic success in online classrooms, faculty should not only focus on teaching their subject matter knowledge, but
The multicultural classroom is found in nearly every online course. It blends students from a variety of cultures, resulting in a rich and diverse learning environment. Some students may use English as a second language (ESL) or English as an additional language (EAL), while others
A simple teaching technique that helps students learn; now there’s something few teachers would pass up! This particular technique involves a four-question set that gets students actively responding to the material they are studying. They analyze, reflect, relate, and question via these four
I don’t know if the first day of class is the most important day of the course, but I don’t think many of us would disregard its significance. What we do and how we do it matters. There are lots of good first-day
Do you teach the way you learn? That’s the question Harold White asks in a short essay in which he recounts how he decided that he should. The catalyst was a faculty development workshop (more than 20 years ago) that featured an interesting activity. Participants
“My students act so unprofessional,” a faculty member complained. “Two of them were all but making out before class started and they never stopped touching each other during class.” Heads nodded and more examples followed.
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