Asynchronous online courses tend to follow a clear weekly pattern. Students often describe this structure as helpful and organized, yet they also note that the
Engaging learners in online instructional sessions can be challenging—especially when teaching quantitative methods, where abstract concepts and coding exercises can quickly feel overwhelming. In this article, we
When HyFlex learning first appeared, many of us hoped it would be the best of both worlds. Traditional students were required to attend in person, and alumni could choose
Even as in-person classes return post-pandemic, online courses haven’t gone away. In fact, many students still opt for online learning because of the flexibility it
There are many approaches to designing an online course, and finding the right balance may depend on a variety of factors ranging from content topics
As we prepared for the start of Fall semester 2024, there was buzz around our campus about administration raising the caps in our condensed 8-week online courses to match the high enrollment caps for our 16 week in person courses.
Instructors who use a Lightboard to teach difficult concepts to asynchronous online students also bring resident faculty expertise to the online space, non-dependent on the course facilitator.
Faculty in higher education have found themselves with more classes, more students, and overall less time and methods for saving time. Therefore, using time more
This article first appeared in the Teaching Professor on July 19, 2017. © Magna Publications. All rights reserved. As instructors, we learn a lot about our students
Online courses can be examined from two perspectives—what students do in the course and how a professor structures the course. There are a variety of