Student participation is perhaps the biggest challenge of teaching online courses, says Deborah Raines, professor and director of the Accelerated Second-Degree BSN Program at Florida Atlantic University. Part of the…
“There is no personal interaction between student and teacher…the spontaneity of teaching is lost…the only rapport exists in exchanging bits and bytes of info.” Perhaps you’ve heard someone make this objection to online learning? Or even uttered it yourself? My answer to this is very simple: hogwash.
I’m not sure how to say this without appearing either arrogant or ignorant, but I have discovered that there is a difference between being a police officer and being a professor. I have recognized the difference for some time now, but it has taken me the better part of my 40 years as a college professor to feel fairly comfortable in my new skin.
A recent informal poll conducted by Magna Publications asked, “Would you like to see student affairs work more closely with academic affairs on your campus? What is preventing—or encouraging—collaboration on your campus?”
On top of everything college faculty are responsible for, there’s one that may be easy to overlook or even deem as unnecessary: Teaching students how to be students. Do so at your peril because most students need a little help understanding and practicing the skills and behaviors they need to succeed.
The two nurse educators who authored the article referenced below begin with a quote from the first page of Stephen Brookfield’s book Becoming a Critical Reflective Teacher. “One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.”
No one doubts the assertion that online students are more likely to be successful if they feel connected to their instructor and fellow students, but just what is the best…
Don’t look now but it won’t be long before Millennial faculty arrive on your campus as well. For four-year institutions, the first wave of Millennial faculty should arrive by 2013. For community colleges, where many faculty often are not required to have doctorates, the wave will arrive even sooner.
Cognitive engagement is important to student success in any learning environment. However, cognitive engagement takes on more significance in the online learning environment, where students learn in a physically isolated environment and often lack elements that typically engage students in the face-to-face classroom.
Like many deans, Monte Finkelstein did not plan to be a leader. He began as a history instructor, gradually took on more leadership responsibilities, and came to his division deanship at Tallahassee Community College through his desire for challenges beyond the classroom and the retirement of the previous dean.