student studying on laptop November 17

Wallflowers in the Online Classroom


What does it mean to be a wallflower? Such a person might be thought of as shy and might sit apart from others at a party or social gathering, choosing to listen and observe rather than participate. And in the online classroom, a wallflower might be the person who reads course information and discussion boards regularly, but never posts. So how do instructors know if this online wallflower is really engaged in the course?

teaching online October 30

Promoting Learning: The Instructor’s Main Mission or a Secondary Duty?


As instructors, promoting learning is, or at least should be, our primary task. As an online instructor, I must enforce deadlines, respond to requests for accommodations, post announcements, provide guidance and clarity, assess student performance, provide feedback, and post grades. Instructors have a variety of duties inside and outside the classroom to meet the standards required by the university, yet our primary mission should remain ensuring that students are gaining new knowledge.

Meet students where they are September 8

Meet Students Where They Are


Valerie Powell, assistant professor of art at Sam Houston State University, decided to supplement her face-to-face courses to extend the classroom and provide opportunities for students who are not comfortable speaking up in the face-to-face environment. Rather than demanding that students interact using a specific tools, she offers options “to meet students where they are.”

unsplash-laptop-writing 640 April 13

Save the Last Word for Me: Encouraging Students to Engage with Complex Reading and Each Other


Online discussions are often implemented in college classes to allow students to express their understanding and perceptions about the assigned readings. This can be challenging when the reading is particularly complex, as students are typically reluctant to share their interpretations because they are not confident in their understanding. This can inhibit meaningful interactions with peers within an online discussion.

male-at-computer130513 March 23

Coaching Strategies to Enhance Online Discussions


I am not an athlete. I lack coordination and have some physical limitations. My husband, on the other hand, is an excellent skier. He isn’t a teacher but he believed I could learn to ski, convinced me to try, and partnered with me in the learning process, like the best teachers do. Learning to ski taught me 10 coaching strategies bridging four areas: establishing a safe space to learn, sharing responsibility, providing feedback, and empowering the learner. I apply these strategies to facilitating online discussions, but they relate to a range of learning contexts.

facebook-logo-large March 13

Using Facebook to Enrich the Online Classroom


“Am I writing to myself?” That’s what I used to wonder when I first started teaching Spanish online a year ago. My learning management system, message boards, and group emails were impersonal and unresponsive—more like writing in my diary than sharing information with my students. I never knew for certain who read and understood my announcements or received an (electronic) handout or assignment directions. In the traditional, on-campus classroom, I’m a very interactive, hands-on kind of instructor, so I also went from knowing each and every one of my students by name and even a little bit about them to having nothing more than a roster with 115 names and majors. I just wasn’t satisfied, so I did something that others in the field had encouraged me not to do; I created a Facebook group for the class, and I’m not going back.

online-teaching230 February 24

Motivating Adult Online Learners


When Sheri Litt became dean of arts and sciences at Florida State College’s Open Campus, one of her priorities was to address the issue of online learner satisfaction and success. “We started looking at the data,” Litt says. “We looked at students’ comments on surveys to find out what they were disappointed with in their online courses. And a lot of comments [said, in essence,] ‘I felt my instructor didn’t care’ or ‘I felt my instructor would just log in once every six weeks’ or ‘It would take an entire semester for the instructor to grade an assignment, and [he or she] didn’t really give me any feedback so I could develop my skills.’” Based on this qualitative approach, Litt and her colleagues developed a set of best practices that have improved student motivation, satisfaction, and success.