Change is hard! As educators, COVID-19 ruthlessly hurled us into a world of online learning with little or no experience. My embarrassing initial reaction: “I
“No combination of words can put together the feeling of relief, comfort and gratitude I have towards your course and your fantastic TAs.” –Student comment,
Over the past decade, many independent schools have intentionally expanded their missions to go beyond academic excellence and include goals related to character development, equity,
Don’t I Know You from Somewhere? This whole thing started when I played two video games, one after the other, that I imagine almost no
This article is featured in the resource guide, Effective Online Teaching Strategies. Engaging students through a computer screen requires a unique approach to pedagogy and
It wouldn’t be the end of the year without a few top 10 lists. As we prepare to put 2016 in the rearview mirror, we’re offering up our own list, which goes to 11.
Throughout 2016, we published more than 200 articles. The articles covered a wide range of teaching and learning topics, including diversity and inclusion, critical thinking, peer feedback, assignment strategies, course design, flipped learning, online discussions, and grading policies.
In this post, we reveal the 11 articles that most resonated with our readers. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.
Direct Instruction has a bad reputation. It is often associated in higher education with long lectures and passive learners. “Passivity isn’t wrong because it’s boring; it’s wrong because it doesn’t work” (Daniel and Bizer, 2005, p. 103). Direct Instruction is an instructional model that consists of three main components: modeling, guided practice with formative feedback, and independent practice. When utilized correctly, the Direct Instruction model is anything but boring, and students should never be passive recipients of learning. Beyond the scope of a traditional classroom, there are ways to incorporate Direct Instruction in an online format. The I Do, We Do, You Do structure of Direct Instruction can be utilized to present new material, guide students through the learning process using constructive feedback, and allow space for students to feel part of a larger community of learners as they work in collaboration with peers to demonstrate their understanding. This takes intentionality and effort on behalf of the professor, but this is a worthwhile endeavor as we strive to educate our online learners.
As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2014, we published approximately 225 articles. The articles covered a wide range of topics – including group work, course redesign, flipped learning, and grading strategies. In a two-part series, which runs today and Friday, we reveal the top 14 articles for 2014. Each article’s ranking is based on a combination of factors, including e-newsletter open and click-thru rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.
Today’s post lists articles 8-14, starting with number 14.
The 2013 Survey of Online Learning conducted by the Babson Survey Research Group reveals the number of higher education students taking at least one online course has now surpassed 7.1 million. The 6.1 percent growth rate, although the lowest for a decade, still represents over 400,000 additional students taking at least one online course.
Monica Rothschild-Boros, an art appreciation and cultural anthropology instructor at Orange Coast College, uses a combination of embedded lecture questions, threaded discussion, and innovative assignments to engage students and get them to think critically in her online courses.
