HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Unlike their college-level counterparts, those who teach at the K-12 level spend a significant portion of their education studying the “how” of teaching. What they learn can be invaluable to college professors who enter classrooms with vast content knowledge but little (or no) background in teaching and learning. As those who teach these teachers, we’d like to showcase five teaching strategies college professors can learn from those who teach younger students. […]
Faculty need to consider learning objectives, learning styles, accessibility, cost, and available technical support when designing distance learning courses, says Laurie Hillstock, manager of distance learning at Clemson University.
Hillstock works with faculty to develop satellite, CD-ROM, and Web-based courses using a design model that is roughly 80 percent asynchronous and 20 synchronous. Within this model, instructors can…
Active Online Learning Prepares Students for the Workplace, Reflects Changing Learning Styles Preferences
Changing workplace demands and student learning style preferences require that instructors rethink their courses. No longer can students passively absorb knowledge. They must become active
Instructors need to take steps to make the online classroom a comfortable and supportive learning environment regardless of students’ online learning experience or learning style
Online courses offer several advantages over face-to-face courses when it comes to teaching critical thinking (analysis, evaluation, and deduction), according to according to Linda Armstrong,
Start with a list of 12 familiar ways to learn course content: reading texts or other printed material; writing term papers, participating in group activities in class, doing major team projects, doing cases, taking multiple choice exams, giving presentations to the class, learning about different theories, doing practical exercises, solving problems, doing library research, or exercising a lot of creativity. Now hypothesize as to which learning style prefers which of these approaches to learning.
Research on learning styles now spans four decades. The amount of work ebbs and flows with more flowing recently. Interestingly, work on learning styles continues