Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Brain with electronic glow

Applying Neurology to Online Videos

This article first appeared in the Teaching Professor on August 26, 2016. © Magna Publications. All rights reserved. One common mistake I see among online content developers

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Student holds laptop while giving fist bump in air

Games as Study Aids

This article first appeared in the Teaching Professor on July 27, 2020. © Magna Publications. All rights reserved. Studies show that many students do a poor job of

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Helping Online Students Succeed

*Editor’s Note: This is an article from The Teaching Professor. If you are interested in similar articles, check out The Teaching Professor membership.** When students do poorly on

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student working on laptop

Wikipedia Projects for Learning

Most teachers consider Wikipedia the devil’s realm, a place where rumor and misinformation are spread. But in reality, studies have found that Wikipedia has an accuracy of a regular encyclopedia. Inaccurate information is quickly corrected by volunteer editors, and there are strict standards for entering content, including the rule that “everything must be cited.” Most important, Wikipedia is the place where many, if not most, people go to get initial information on a topic. This makes it probably the most important information source on the Internet, and because editing is public, it presents a wonderful opportunity for students to create articles as class assignments.

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online learning activities

Which Assessment Strategies Do Students Prefer?

While most faculty stick with the tried-and-true quiz and paper assessment strategies for their online courses, the wide range of technologies available today offers a variety of assessment options beyond the traditional forms. But what do students think of these different forms?

Scott Bailey, Stacy Hendricks, and Stephanie Applewhite of Stephen F. Austin State University experimented with different assessment strategies in two online courses in educational leadership, and surveyed students afterward on their impressions of each one. The students were asked to score the strategies using three criteria: 1) enjoyment, 2) engagement with the material, and 3) transferability of knowledge gained to practice. The resulting votes allowed investigators to rank the various strategies from least to most preferred by students.

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