This article first appeared in the Teaching Professor on August 26, 2016. © Magna Publications. All rights reserved. One common mistake I see among online content developers
This article first appeared in the Teaching Professor on July 27, 2020. © Magna Publications. All rights reserved. Studies show that many students do a poor job of
*This article first appeared in the Teaching Professor on August 1, 2018. © Magna Publications. All rights reserved. As instructors, we often assume that students
Many faculty provide extra credit or give in to student requests for extra credit, but this is not always an efficient way to produce learning.
*Editor’s Note: This is an article from The Teaching Professor. If you are interested in similar articles, check out The Teaching Professor membership.** When students do poorly on
This article is featured in the resource guide, Effective Online Teaching Strategies. **Editor’s Note: This is a recent article from The Teaching Professor. If you
This article is featured in the resource guide, Effective Online Teaching Strategies. When I was asked to create an online course 20 years ago, I
I once had a student who missed numerous classes and assignments. Whenever I approached him about it, he would deny that he had missed anything.
Most teachers consider Wikipedia the devil’s realm, a place where rumor and misinformation are spread. But in reality, studies have found that Wikipedia has an accuracy of a regular encyclopedia. Inaccurate information is quickly corrected by volunteer editors, and there are strict standards for entering content, including the rule that “everything must be cited.” Most important, Wikipedia is the place where many, if not most, people go to get initial information on a topic. This makes it probably the most important information source on the Internet, and because editing is public, it presents a wonderful opportunity for students to create articles as class assignments.
While most faculty stick with the tried-and-true quiz and paper assessment strategies for their online courses, the wide range of technologies available today offers a variety of assessment options beyond the traditional forms. But what do students think of these different forms?
Scott Bailey, Stacy Hendricks, and Stephanie Applewhite of Stephen F. Austin State University experimented with different assessment strategies in two online courses in educational leadership, and surveyed students afterward on their impressions of each one. The students were asked to score the strategies using three criteria: 1) enjoyment, 2) engagement with the material, and 3) transferability of knowledge gained to practice. The resulting votes allowed investigators to rank the various strategies from least to most preferred by students.
