Keeping students engaged in course content is a challenge for all faculty, whether a legacy online teaching pro or a newbie to this space. Perhaps
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
As the clock seems to race through the final minutes of an exam, several students frantically scan questions and fill in bubbles to demonstrate their
Multiple-choice questions are not the pariah of all test questions. They can make students think and measure their mastery of material. But they can also do little more than measure mastery of memorization. Memorizing is usually an easier option than thinking and truly understanding.
There are two main forms of assessment often used within the online classroom. Both formative and summative assessments evaluate student learning and assist instructors in guiding instructional planning and delivery. While the purpose of a summative assessment is to check for mastery following the instruction, formative assessment focuses on informing teachers in ways to improve student learning during lesson delivery (Gualden, 2010). Each type of assessment has a specific place and role within education, both traditional and online.
After going out for tacos, our students can review the restaurant on a website. They watch audiences reach a verdict on talent each season on American Idol. When they play video games—and they play them a lot—their screens are filled with status and reward metrics. And after (and sometimes while) taking our classes, they can go online to www.ratemyprofessors.com.
We give exams to assess mastery of material—are students learning the course content? With so much emphasis on scores and grades, it’s easy to forget that the process of preparing for, taking, and getting feedback about an exam can also be a learning experience. The learning that results from these processes can be tacit, or teachers can design activities associated with exam events that can result in better content learning and heightened student awareness of the learning skills associated with demonstrating knowledge. The good news is that these activities don’t have to be all that creative and innovative, as Thomas Smith discovered.
Students are very motivated by grades—we all know that. For that reason, it’s useful to consider alternative approaches that might affect not just the motivation to get the grade, but the motivation to learn and develop important skills. Here are highlights from two articles that propose these kinds of intriguing alternatives.
What are makes an effective teacher?
This particular list of characteristics appears in an excellent book that is all but unknown in the states, Learning to Teach in Higher Education, by noted scholar Paul Ramsden.