adult studying online March 14

Student Engagement Strategies for the Online Learning Environment

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During the past year and a half, our faculty development unit has been gathering data from students about how engaged they felt in their online courses. We wanted to use this data to develop a variety of strategies for faculty to use to better engage their students. Research provides evidence for the connection between higher student engagement and persistence and retention in online programs (Boston, et al., 2010; Wyatt, 2011). Encouraging student engagement is especially important in the online environment where attrition rates are higher than in the face-to-face setting (Allen & Seaman, 2015; Boston & Ice, 2011).


teaching online October 30, 2015

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

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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.


Male student on laptop April 20, 2015

Five Steps to Improving Online Group Work Assignments

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Online Group Projects – Yikes! You can hear the moans and groans of students echoing through your computer monitors as you start the first week of your online course. The reasons for requiring a group project vary from one discipline to another, but there are educational and career motives for requiring group projects. Students will have an opportunity to develop team skills, improve communication skills, and leverage their own personal interests and experiences to contribute to a group project.


online-teaching230 February 24, 2015

Motivating Adult Online Learners

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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.


10rules_online teaching January 16, 2015

Six Tips for Preparing Your Online Course

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Careful preparation is essential to the success of an online course “to provide a positive experience for the students and to be able to maximize your time with students so that you’re not spending time on reworking things that weren’t clear up front,” says Ann Millacci, associate professor of education at the University of Cincinnati. In an interview with Online Classroom, she offered the following advice on preparing your course for your learners:


female at computer 140918 September 18, 2014

Strategies for Managing Online Discussions

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In small online courses, instructors have the luxury of participating in frequent personal interactions with students in online discussions. But doing this with more than 15 students can be difficult. Fortunately, there are ways to maintain instructor presence and participation in online discussions without becoming overwhelmed. In an interview with Online Classroom, Heidi Ash, online program director for the Department of Health Studies at Texas Woman’s University, offered the following ways to address this issue:


TeacherAtComputer_resized August 15, 2014

How Teaching Online Made Me a Better Face-to-Face Instructor

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I have been teaching online courses for more than eight years now. I was one of the first at my previous institution to transition a face-to-face (F2F) course to a 100% online course and now, in addition to my F2F courses, I also teach for two fully online institutions. However, I still find many of my F2F colleagues reluctant to make that transition.


instructor on laptop August 11, 2014

The Art and Science of Successful Online Discussions

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Faculty use asynchronous discussions to extend and enhance instructional practices in the online classroom. It is widely reported that online discussions play an integral role in facilitating students’ learning, as well as fostering dialogue, critical thinking, and reflective inquiry (Kayler & Weller, 2007; Morris, Finnegan, & Sz-Shyan, 2005). Despite faculty’s knowledge that discussion forums can serve as a useful learning tool, online discussions are not easy to establish and manage.