Posts Tagged ‘teaching online courses’
April 11 - Reciprocal Feedback in the Online Classroom
By: Rob Kelly in Online Education
Understanding learners’ experiences in the online classroom can help you improve your courses for current and future students and help build a strong learning community. Jill Schiefelbein, owner of Impromptu Guru, a company focused on helping individuals and groups improve communication in both face-to-face and online environments, recommends using a reciprocal feedback process to elicit this valuable information from students.
April 2 - More on Designing and Teaching Online Courses with Adult Students in Mind
By: Patti Shank, PhD, CPT in Online Education
It’s always important to help students be successful, but with returning adults, success often seems more elusive for a variety of reasons. They often have a hard time fitting schooling in with other life demands (including family obligations and work). In addition, many adult students are worried about their abilities as students and about learning in an online environment.
March 29 - A Better Way to Talk with Faculty about Teaching Online
By: Jennifer Patterson Lorenzetti in Distance Learning Administration
Addressing faculty perceptions of distance learning has been a matter of intense concern since the beginnings of online course delivery. Many articles have been written discussing the reasons that faculty may be disinclined to participate in an online course and how to persuade them to change their minds. For Bernard Bull, assistance professor of educational
March 14 - Designing and Teaching Online Courses with Adult Students in Mind
By: Patti Shank, PhD, CPT in Online Education
Many of the learners in today’s online courses are adults who are returning to school to upgrade their qualifications. It’s worth considering what kinds of adult students are in your courses and what their needs are.
February 28 - The Most Overlooked Items That Can Help Keep Online Students Engaged
By: Errol Craig Sull in Online Education
Student engagement is a popular topic and the overwhelming majority of the information on this topic is concentrated on the big issues of keeping students engaged, such as the importance of faculty presence in the classroom, adhering to deadlines and responding to students in a timely manner, and giving thorough feedback on assignments.
February 25 - Applying the Seven Principles for Good Practice to the Online Classroom
By: Oliver Dreon, PhD in Online Education
Almost 25 years have passed since Chickering and Gamson offered seven principles for good instructional practices in undergraduate education. While the state of undergraduate education has evolved to some degree over that time, I think the seven principles still have a place in today’s collegiate classroom. Originally written to communicate best practices for face-to-face instruction, the principles translate well to the online classroom and can help to provide guidance for those of us designing courses to be taught online.
February 15 - A Three-Pronged Approach to Improving Online Student Engagement, Critical Thinking
By: Rob Kelly in Online Education
Monica Rothschild-Boros, an art appreciation and cultural anthropology instructor at Orange Coast College, uses a combination of embedded lecture questions, threaded discussion, and innovative assignments to engage students and get them to think critically in her online courses.
January 15 - Managing High-Enrollment Online Courses
By: Rob Kelly in Online Education
Online instructors are being asked to accommodate an increasing number of students in their courses. The challenge is to manage the workload associated with these high-enrollment courses. Susan Fein, eLearning consultant/instructional designer at Washington State University, offered some advice on how to do this.
January 7 - Adapting PowerPoint Lectures for Online Delivery: Best Practices
By: Emily A. Moore in Online Education
If you use PowerPoint lectures in your face-to-face classes, you can use those same lectures as jumping-off points for creating narrated animations for your online students to watch. That’s the good news.
However, chances are you’ll need to make extensive changes—both to your existing PowerPoint slides, and to how you deliver them. Typically, this means scripting the lecture before narrating and recording it so that all information presented online is:
December 13 - Asynchronous Art History: Teaching Online with Picasso
By: Melanie J. Trost in Asynchronous Learning and Trends
When people find out I am an online art history instructor, the most common reaction I get is “How does that work?” Most of the time, people assume that because art is such a visual outlet that somehow the online classroom is not the most appropriate place to teach art. I have to admit, when I was first approached about teaching art history online, I was skeptical as well. But as time and terms wear on, so too does my belief that teaching art asynchronously can be an effective, and dare I say it, better way to teach art history. Here’s why.
