Could you run 100 miles? Or climb Mount Everest? Or pass college algebra online? These tasks might seem overwhelming and possibly insurmountable, yet with components
Creating engaging and stimulating learning experiences in online higher education can be challenging due to the lack of physical presence and the routine nature of
When preparing for a new term, there is much to consider. Textbooks and course materials to review, syllabi to update, lessons to plan, lectures to prepare.
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.
The global pandemic sent higher education institutions into a whirlwind as many faculty members scrambled to make the rapid transition from traditional to online courses.
This article is featured in the resource guide, Effective Online Teaching Strategies. **Editor’s Note: This is a recent article from The Teaching Professor. If you
This spring, the COVID-19 pandemic forced many to make a sudden transition to online teaching, a field with its own rich body of research, best
This article is featured in the resource guide, Effective Online Teaching Strategies. As universities rush to get all their courses online quickly, there’s a high
As an online instructor, I require my students to engage in weekly discussion forums. In the online college environment, discussion forums are designed to simulate a professor and his or her students engaged in a traditional classroom discussion. Students respond to a question and then reply to the responses of their classmates. The point is to keep the discussion moving, keep students engaged in the topic for the week, and facilitate learning.
“I’m sorry to bother you, but…” was the opening line of every email I received in the first week of this semester. This line was usually followed by nothing that would actually bother me: a question about the week’s materials, a link to an interesting resource, a discussion about a potential research topic, and the like. This was all despite my many attempts to ensure that students did not feel like they were imposing whenever they contacted me: a pre-semester introductory email, a video welcoming them to the course, my biography and teaching philosophy, virtual office hours, and multiple reminders about my contact information. Yet, with all of my entreaties to reach out, I was still dealing with the real issues of isolation, fear, and frustration that results in students leaving their online courses. To combat these feelings, professors—myself included—have to deliberately, consistently, and relentlessly work to build student-faculty and student-student relationships in online courses.