Read more about the article How Students Perceive Feedback

How Students Perceive Feedback

The following conceptions of feedback were offered by a group of students studying to become physical therapists. They were asked to recall a situation during their time in higher education when they felt they’d experienced feedback. Then they were asked a series of questions about the experience and about feedback more generally: “What is feedback? How would you describe it? How do you go about getting it? How do you use it?” (p. 924) The goal of the study was to investigate students’ conceptions of feedback. Student conceptions involve underlying personal beliefs, views, and ideas, unlike student perceptions, which explore how the feedback is understood. Analysis of transcripts from the interviews reveal four conceptions of feedback held by this student group

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Read more about the article Contradictions in How We Think about Teaching

Contradictions in How We Think about Teaching

I like how blogging lets us stir up ideas, watch them simmer, and taste the results. I’ll start this mix of ideas with Amy Mulnix’s insight that teachers approach learning about teaching much like students approach learning course content. Examples: students think ability matters more than effort and teachers think teaching is a gift that is given more than a skill that can and should be developed; students want easy answers and teachers want techniques that work right the first time; and both share the fear of failure. Is this a comparison from which we might learn something?

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Read more about the article Synchronous Online Classes: 10 Tips for Engaging Students

Synchronous Online Classes: 10 Tips for Engaging Students

There’s a widely circulated YouTube video you may have seen called “A Conference Call in Real Life.” To spoof the strange, stilted dynamics of conference calls, it replicates them in a face-to-face setting. Participants stiffly announce their names at the door of a meeting room, are suddenly interrupted by bizarre background noises, and find themselves inexplicably locked out of a room they were just in. If you haven’t watched it, do. You’ll recognize the familiar awkwardness of virtual meetings, where the rhythm of conversational interaction is thrown wildly askew by technological hiccups and the absence of visual cues. Virtual space is not always easy. Yet, virtual meetings are increasingly common, not only for geographically distributed work teams, but also for online courses.

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Read more about the article Ten Online Teaching Tips You May Not Have Heard

Ten Online Teaching Tips You May Not Have Heard

At a time when online institutions are in fierce competition for students and accreditation agencies are taking a critical look at online course quality, it is becoming increasingly important for online instructors to ensure that they are exceeding their institution’s expectations. Students are also expecting more from their online courses. And while most of us know the importance of addressing students by name in the discussion board and offering students substantive feedback on assignments, there many more things we can do.

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Read more about the article Teaching Students Specific Skills

Teaching Students Specific Skills

Preparing for a keynote at a polytechnic institute got me thinking about those readers who teach students how to do something, not something abstract like thinking, but how to execute some observable skill, such as starting an IV, writing code, or wiring a circuit. Teaching skills, much like teaching in general, shares certain similarities that are relevant across a variety of degree programs. It’s good to review these and use them to take stock of how we can better help students learn specific skills.

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Read more about the article Professor Goldilocks and the Three Boundaries

Professor Goldilocks and the Three Boundaries

Evidence of the importance of teacher-student relationships is robust. The relationship between a teacher and a student is related to many positive outcomes for the student, including academic success, improved emotional functioning, and increased well-being even after school completion. In fact, an article in The Chronicle of Higher Education reported individuals who felt more connected to a professor while they attended college were more engaged at work and identified higher levels of well-being (Carlson, 2014). The individuals reported emotional support from professors took the form of excitement for learning and a caring attitude about the student’s current well-being and future success.

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Read more about the article Creating Rich Learning Experiences Even When Class is Canceled

Creating Rich Learning Experiences Even When Class is Canceled

In my corner of the country, we experienced an unusually harsh winter which resulted in many class sessions being canceled due to school closures. Our faculty, and likely other groups of faculty in our region, received an email message that stated: If you cancel your face-to-face session, I expect a comparable experience will be online for your students. This is easier said than done. For faculty who don’t regularly deliver coursework online, the expectation to “just move your teaching session online” can be an overwhelming task. It’s not as simple as putting that day’s lesson online. Teaching effectively online requires a skill set that can only be acquired with knowledge and experience. It doesn’t happen automatically.

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Read more about the article Does the Strategy Work? A Look at Exam Wrappers

Does the Strategy Work? A Look at Exam Wrappers

For many faculty, adding a new teaching strategy to our repertoire goes something like this. We hear about an approach or technique that sounds like a good idea. It addresses a specific instructional challenge or issue we’re having. It’s a unique fix, something new, a bit different, and best of all, it sounds workable. We can imagine ourselves doing it.

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Read more about the article What’s Going on Behind the Blank Stare?

What’s Going on Behind the Blank Stare?

Regardless of our subject area, we’ve all had moments where some students appear to hang on every word, gobbling up our messages, images, graphs, and visuals with robust engagement. Within those very same classes, however, there will be a degree of confusion, perplexed looks, or at worst, the blank stare! In my field of anatomical education, like many other STEMM* disciplines, the almost ubiquitous use of multimedia and other increasingly complex computer visualizations is an important piece of our pedagogic tool kit for the classroom, small group, or even the one-on-one graduate-level chalk talk. Although a picture indeed does say a thousand words, the words that each person hears, or more importantly, comprehends, will vary widely.

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