December 19, 2013

A Quiz Design that Motivates Students

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Many faculty members use quizzes to keep students prepared and present in class. The approach often tends to be punitive, however, motivating students by extrinsic means. Karen Braun and Drew Sellers, who teach beginning accounting courses, wanted to use quizzes in the usual ways—to get students coming to class having done the reading, to arrive in class on time, and to participate in class discussion, but they wanted their quizzes to be more about intrinsic motivation and less about assessment. How did they achieve that objective? They incorporated a number of “motivational” design features into their use of quizzes.



December 17, 2013

WCET Announces 2013 Managing Online Education Survey Results

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The WICHE Cooperative for Educational Technologies (WCET) has announced the results of its 2013 Managing Online Education Survey. The survey focuses on “practices that promote quality in online education, especially in terms of an institution demonstrating leadership or providing services that enhance faculty and student success,” according to the executive summary.



December 16, 2013

Why Demand Originality from Students in Online Discussion Forums?

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As an online instructor, I require my students to engage in weekly discussion forums. In the online college environment, discussion forums are designed to simulate a professor and his or her students engaged in a traditional classroom discussion. Students respond to a question and then reply to the responses of their classmates. The point is to keep the discussion moving, keep students engaged in the topic for the week, and facilitate learning.


December 13, 2013

Faculty Respond to the Challenge: Write about Teaching and Learning for Nine Weeks Straight

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What does professional development look like? A couple of the more traditional examples might include reading a book, sitting in a room full of educators discussing a particular topic, or traveling to a conference. Certainly, those are all ways we can learn to improve our craft.


December 12, 2013

Blended Learning: Integrating Online and Face-to-Face Courses

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Blended learning entails more than simply replacing class time with online course elements or supplementing an online course with face-to-face meetings. To be successful, the online and face-to-face modes need to be integrated by taking into account the learning objectives and the affordances of each mode and deliberately linking what occurs in each mode.


December 11, 2013

The Trouble with Consistency in Instructional Practices and Policies

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I’ve started to notice a couple of consistencies in our instructional practice that concern me. First, there’s the consistency in practices across courses, regardless of level. I mentioned in a previous post that I didn’t think capstone and other upper division courses should have the same policies as first year courses. It seems to me that if we still have to hammer students about deadlines, use points to get them participating, and offer detailed descriptions of civil discourse, students have not learned some very important lessons in other courses.


December 10, 2013

Three Ways to Help Students Become More Metacognitively Aware

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Metacognition is about being able to successfully plan, monitor, and evaluate your learning. It’s not a skill that can be listed as a strength by most of our students. Few have encountered themselves as learners. They don’t have an expansive repertoire of study strategies. They don’t often think about alternatives when the studying isn’t going all that well. And most don’t evaluate how well they learned beyond the grade they receive. It’s something else that concerned teachers need to worry about while teaching students.