What would happen if you were to arrive to your classroom, unplug the devices, turn off the projector, and step away from the PowerPoint slides … just for the day?
What would you and your students do in class?
By: Joanne Keefe
I teach a Comprehensive Review course, the final course for Family Nurse Practitioner students in an online program. My focus is to prepare students for the certification boards and ultimately, clinical practice. Recently, when I was reviewing an exam with a student, I thought about how she was exposed to the content twice during the course: in lecture format and then again, (hopefully), by her preceptor during clinical rotation. This exposure doesn’t count the additional interactions with the content as she studied for exams. As we were going over the information once more, I heard myself telling her that “It’s not about the grade, it’s about really learning this information for the boards and, even more importantly, for patient care.”
Teaching and learning. For decades, we focused almost exclusively on the teaching side of things. More recently, we’ve been paying attention to learning, and that’s a good thing. However, we shouldn’t be thinking about one without the other—they’re both important and inseparably linked.
Faculty presence is a component of the online classroom that’s sometimes overlooked or underestimated by new online instructors, but it is often the most important determining factor for a student’s success and overall satisfaction in a course.
Instructor presence influences the ways that your students interact with the course content and how they interact with you. So, if you're not there, why should they be?
One of the things I like to think about with my classes is how do I form a better learning community? That's something that a lot of instructors do in a face-to-face classroom. But when it comes to online instruction it's a little more challenging.
I’ve outlined below some opportunities for increasing faculty presence. These are moments during the class when you can reach out to students and demonstrate that you're a real person who's there for them. You’ll find opportunities before the course begins, at various checkpoints, during follow up and interventions, beyond the classroom, and as part of the course wrap-up.
▢ Do you reach out to students first before the semester begins? ▢ Do you send a welcome email outside the course, perhaps to college email or another email provided by the student? ▢ Do you post…...
Teaching online is a unique experience for faculty and students. Although I love the online environment for some courses, it does present its own challenges. One of those challenges is how to engage online students in activities that push them to go beyond simply reading, interpreting, and interacting. After all, the idea (in most cases) is that the student can apply their learning, knowledge, and skills in their respective fields of study. As such, we are constantly seeking ways to engage students in learning that goes beyond the “click-through” material.
In this article, I share a few ideas—starting with the simplest and working through some more complicated endeavors—that may assist you in bringing more engagement to your online classroom.
By: Ken Alford, PhD, and Tyler Griffin, PhD
Recruiting and hiring new faculty is time intensive and expensive. Despite the difficulties, hiring decisions are clearly among the most important that academic administrators ever make. The success of college programs and universities is directly correlated with hiring the right people and then providing them with the essential resources to succeed and excel in their work.
Successfully leading and guiding student discussions requires a range of fairly sophisticated communication skills. At the same time teachers are monitoring what’s being said about the content, they must keep track of the discussion itself. Is it on topic? How many students want to speak? Who’s already spoken and wants to speak again? How many aren’t listening? Is it time to move to a different topic? What’s the thinking behind that student question? How might the discussion be wrapped up?
As longtime practitioners in our disciplines, we develop implicit skills that can be the source of some of the deepest learning for our students. In his book Experience and Education, John Dewey describes habit as “the formation of attitudes, attitudes that are emotional and intellectual…our basic sensitivities and ways of responding to all the conditions we meet in living” (35). Experiencing implies the sensing body, embodied learning, and Dewey does not shy away from the emotional dimensions of learning—both of which are often where the deepest learning happens, where students’ passion for a discipline ignites, and where experts’ best ideas originate. These often-overlooked dimensions of learning are also where empathy lives, and so it is there that knowledge might blossom not only into expertise but into wisdom.
By: Wren Mills, PhD
My students participate in an activity called “Building a Learning Community” during the first week of classes. In this activity, completed via a discussion board, I ask them to share about three topics: what their best and “not best” teachers did that helped or hindered their learning, what peers have done that has had a positive or negative impact, and feedback on certain policies (e.g., late work, deadlines). The answers have taught me a lot about online teaching, and my responses on these boards provide the students with insight on what they can expect from me.
Students report that their “best” teachers had multiple ways to present ideas and were relatable and involved. They also enjoy lessons that include more than just reading the textbook and watching a lecture, lessons that, when appropriate, incorporate outside videos, other materials, or instructor-made videos to demonstrate concepts covered in the lecture and/or text. They typically define “relatable” faculty as those who make their enthusiasm for their topics and their students’ successes visible even through cyberspace, who talk “to them” about topics in lectures rather than “at them,” and who invite questions in person or virtually. Those identified as better teachers were those who make it clear they read discussion boards, either through being “on the boards” with the students or via the feedback given. Those instructors also tended to send a weekly message to wrap up lessons, preview the upcoming week, or comment on a common issue that might have come up in the class. These instructors were visible and obviously “in the class” with the students, being more of a “guide on the side” than a “sage on the stage.” The less effective teachers read straight from slides with no elaboration during video lectures, rarely encouraged students or gave much feedback, weren’t attentive to class concerns, and failed assignments for reasons such as formatting not being 100 percent correct. Students most commonly express frustration with past instructors who did not return emails or phone calls.
