One of the biggest changes in recent years has been the adoption of student-centered instruction. Here are a few tips for taking this approach to teaching in your online courses:
The following tips from Susan Ko, director of the Center for Teaching and Learning at the University of Maryland University College, will help you maintain course quality and interaction in large online courses:
How do you motivate online learners?
It’s an age-old question that continues to stump online instructors as well as the managers of distance education programs trying to solve the attrition problem that continues to drag down this otherwise thriving segment of higher education.
In my classroom-based courses I have always valued discussion as a powerful learning tool that provides students with opportunities to explain their reasoning and understanding, learn different perspectives and points of view, and re-think and possibly revise their own conceptions based on careful reflection of potentially disparate viewpoints. As I prepared to teach my first online course five years ago, it was only natural that discussion would be a part of it.
Larry Ragan, director of faculty development for Penn State World Campus, may have given a new spin to the old expression “If you don’t know where you’re going, any road will take you there.” Except, unlike the philosophical musing that’s become immortalized as one of those motivational posters, Ragan’s focus is on improving online learning.
Students with disabilities are drawn to online courses for many of the same reasons as everyone else, but it’s often the anonymity that makes learning
Andrea Henne, dean of online and distributed learning in the San Diego Community College District, recommends creating online courses composed of modules—discrete, self-contained learning experiences—and uses a course development method that specifies what to include in each module.
Social presence, “the degree to which a medium is perceived as representing the presence of communication participants,” is an important factor in students’ learning and satisfaction. With online learning reaching across cultures, Judy Teng, educational technologist at the College of Saint Rose, studied how ethnicity affects student perceptions of social presence.
In an online learning environment, it’s easy for students to feel isolated or unsure of themselves, particularly if they’re adult students who’ve been away from
Although the online classroom environment provides tremendous flexibility of time and place of study, establishing and communicating a course pace and pattern of work can aid both instructor and student, and alleviate confusion of course operation.
