online student learning
Because online courses have fewer opportunities for the spontaneous, real-time exchanges of the face-to-face classroom, online instruction requires a deliberate approach to design and facilitation. As Bethany Simunich says, “Online, learning doesn’t happen by chance.” In an interview with Online Classroom, Simunich, associate director of online learning at Kent State University, offered the following techniques to improve an online course:
When designing an online course it’s important to carefully consider which tools align with the course’s learning objectives and the types of communication that will occur.
There are three types of communication that can occur in an online course—one to one, one to many, and many to many. In an interview with Online Classroom, Sara Ombres, faculty development instructor, and Anna Reese, production coordinator/instructional designer, both at Embry-Riddle Aeronautical University’s Worldwide Campus, talked about how they help instructors select communication tools to suit the situation.
10 Assessment Design Tips for Increasing Online Student Retention, Satisfaction and Learning, part 2
In the part one of this article, we started our exploration of assessment ideas for your online courses. We explored the value of designing ample opportunities for formative feedback. We examined the value of authentic assessments and the dangers of using assessment as a punishment. We also reflected upon alternatives or enhancements to the traditional letter grade system, as well as designing with the realization that most learners approach our courses as a buffet rather than a pre-served meal, and the implications for our assessment plans.
How much time do we put into the design of the assessment plans in our online courses? Is most of that time focused upon summative graded assignments that factor into the course grade? Or, do they also include opportunity for practice and informal feedback?
Online instructors face the challenges of keeping a course up to date, engaging students, and maintaining integrity. Having students generate some of the course content can address all three of these challenges.
Developing an online course with student expectations in mind can enhance student engagement and promote development of self-motivated learning. This pointed and practical session will show you how to meet online students’ desires without sacrificing your standards.
Echo360 Active Learning Platform Delivers Student Analytics with Insight on Student Activity, Participation and Engagement
Echo360, the global leader in campus-wide active and distance learning solutions, is announcing a product release that provides analytics for student activity before, during and after class. Data-rich summaries provide instructors intelligent insight on each student’s participation, flags topics of difficulty and measures student engagement in and out of class. Ultimately, this data will guide instructor-led course adjustments and improve academic outcomes as teaching pedagogies changes to respond to student cues in real time.
If you’re teaching online, you’ve likely confronted the reality that most opportunities to improve the learning experience for your students just don’t fit your budget. Fortunately, with a little digging, you’ll find there are a number of free tools that will help you increase student engagement, improve outcomes, and make the online classroom experience a more robust and satisfying one for you and your students.
audio Online Seminar • Recorded on Thursday, October 25th, 2012
Online courses have their benefits, but increased student participation usually isn’t often one of them. Without the physical space of a classroom, how do you create an environment for meaningful discussion? Learn how to enhance the student experience by using six concrete strategies to boost participation, deepen learning, and increase student satisfaction with online courses.
audio Online Seminar • Recorded on Tuesday, October 9th, 2012
End-of-course evaluations, conducted properly, can serve as valuable tools for improving online programs, but they’re not without their drawbacks.
“One of the problems is current students benefit little from the end-of-course surveys,” said Phil Ice, EdD, associate vice president of research and development at American Public University System. “Whenever you’re measuring what the student thinks of the course or their perceived learning, instructor performance, the way assets are utilized, you’re capturing that information retrospectively. So you’re not really helping the students who are engaged right now.”