One instructor’s study of student participation in online discussions in two of his asynchronous online courses over a five-year period has yielded some interesting results that have influenced how he conducts his courses.
Most colleges and universities have fairly lenient drop/add policies. Students can drop a course well into the semester, and courses can be added during a short time window at the beginning of the semester or term. During that course add period, some students do course shopping. They sign up for a course, attend the first couple of sessions, then drop the course and replace it with another course.
How do you motivate online learners? It’s an age-old question that continues to stump online instructors as well as the managers of distance education programs trying to solve the attrition problem that continues to drag down this otherwise thriving segment of higher education.
Everyone wants a blueprint for managing their distance education program, but sometimes the best thing to do may be to throw away the old business model and begin thinking about new ways to deliver and share online courses.
Given the rate of department chair turnover and the skills and knowledge required to do the job well, it makes sense to consider ways to smooth the transition.
Most instructors attempt to encourage class participation by making it part of the overall grade. But evaluating individual contributions and promoting a substantive, intriguing discussion at the same time is…
In my classroom-based courses I have always valued discussion as a powerful learning tool that provides students with opportunities to explain their reasoning and understanding, learn different perspectives and points of view, and re-think and possibly revise their own conceptions based on careful reflection of potentially disparate viewpoints. As I prepared to teach my first online course five years ago, it was only natural that discussion would be a part of it.
Administrators can help inspire much-needed reform of the tenure and promotion processes at their institutions if they begin discussions of reducing the workload of both candidates and committees in the following three ways.
At its heart, The World is Open: How Web Technology is Revolutionizing Education is based on the premise that “anyone can now learn anything from anyone at anytime.”(p. 7)
In last Wednesday’s post, Stephen F. Davis, Patrick F. Drinan, and Tricia Bertram Gallant, the authors of the newly released CHEATING IN SCHOOL: What We Know and What We Can Do, recommended steps faculty can take to reduce cheating in their classroom. In this, the second of a two-part email interview, the authors offer advice to academic leaders on how to create healthy environments that support ethical choices at all levels of the organization.