Online teaching. Online learning. Online engagement. You’ve heard it all when it comes to online pedagogy. But have you come across a resource that contains
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
synchronous online learning
Some students become busy, overwhelmed, or unmotivated by the middle of the semester. This phenomenon has become even more apparent with COVID-19 protocols. Which is
Our mid-sized state university decided to institute a blended synchronous delivery model this year. A facilitated online workshop was offered over the summer to assist
This article is featured in the resource guide, Effective Online Teaching Strategies. “One good conversation can shift the direction of change forever” – Linda Lambert
This article is featured in the resource guide, Effective Online Teaching Strategies. I was in the middle of conducting a research study, examining my own
There’s a widely circulated YouTube video you may have seen called “A Conference Call in Real Life.” To spoof the strange, stilted dynamics of conference calls, it replicates them in a face-to-face setting. Participants stiffly announce their names at the door of a meeting room, are suddenly interrupted by bizarre background noises, and find themselves inexplicably locked out of a room they were just in.
If you haven’t watched it, do. You’ll recognize the familiar awkwardness of virtual meetings, where the rhythm of conversational interaction is thrown wildly askew by technological hiccups and the absence of visual cues.
Virtual space is not always easy.
Yet, virtual meetings are increasingly common, not only for geographically distributed work teams, but also for online courses.
Interactive, synchronous web conferencing software such as WebEx, Blackboard Collaborate and even Skype are innovative tools that can be implemented by faculty teaching both hybrid and fully online courses. When faculty at Towson University began using WebEx to incorporate a synchronous component to their courses, they discovered that interactive web conferencing (IWC) delivers many benefits.
When teaching and designing courses, I find that it’s easy to slip into autopilot and use the same tools and strategies over and over. Autopilot can be comfortable and easy, but I know I don’t do my best work in that state. So I try to look at my courses and materials with fresh eyes as often as I can. Often, I’ll ask another faculty member or designer to look at what I’m designing with a critical eye, and I return the favor for their courses.