There are two common assumptions about teaching online that can sink even the most well-meaning neophyte. One is that “teaching is teaching” regardless of whether it’s face-to-face or online and there’s no reason to deviate from the proven principles that work so well in the traditional classroom. The second assumption is that teaching online is all about the technology, and if you design your course properly, it pretty much runs itself.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
t was August 26, 2009. That evening I receive a phone call from someone in Japan looking to create free online math and science courses on mobile devices for youth in India using existing shared online video. The following day, I get an email from a colleague at a university in Canada who had just read my new book, The World Is Open: How Web Technology Is Revolutionizing Education. Many points made in the book seemed to resonate with him except for my advocacy of YouTube videos in teaching. Like most faculty members, he was very reluctant to show the YouTube homepage to his class because an offensive video might be featured.
The Buck Institute for Education’s definition of project-based learning-“a systematic teaching method that engages students in learning knowledge and skills acquired through an extended inquiry
If we had been asked if we were prepared to teach online before teaching our first online courses, the answer would have been a naïve
Students’ perceptions of what an online course will be like are often quite different from how it really is. That is why Jim McKeown, assistant
Creating a Web-based course from a current, successful on-ground course is difficult and, at best, can be considered a translation process. In the past, instructors