For many professors, student assessment is one of the most labor-intensive components of teaching a class. Items must be prepared, rubrics created, and instructions written. The work continues as the tests are scored, papers read, and comments shared. Performing authentic and meaningful student assessment takes time. Consequently, some professors construct relatively few assessments for their courses.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
teaching with technology
I teach a Comprehensive Review course, the final course for Family Nurse Practitioner students in an online program. My focus is to prepare students for the certification boards and ultimately, clinical practice. Recently, when I was reviewing an exam with a student, I thought about how she was exposed to the content twice during the course: in lecture format and then again, (hopefully), by her preceptor during clinical rotation. This exposure doesn’t count the additional interactions with the content as she studied for exams. As we were going over the information once more, I heard myself telling her that “It’s not about the grade, it’s about really learning this information for the boards and, even more importantly, for patient care.”
Teaching online is a unique experience for faculty and students. Although I love the online environment for some courses, it does present its own challenges. One of those challenges is how to engage online students in activities that push them to go beyond simply reading, interpreting, and interacting. After all, the idea (in most cases) is that the student can apply their learning, knowledge, and skills in their respective fields of study. As such, we are constantly seeking ways to engage students in learning that goes beyond the “click-through” material.
In this article, I share a few ideas—starting with the simplest and working through some more complicated endeavors—that may assist you in bringing more engagement to your online classroom.
Teaching tool or distraction? One of the most vexing issues for faculty today is what to do about cell phones in the classroom. According to a study conducted by Dr. Jim Roberts, a marketing professor at Baylor University, college students spend between eight to ten hours daily on their cell phones. Regardless of whatever “no cell phone” policies we attempt to enforce in our classrooms, many of our students are sneakily checking Instagram or texting friends when they’re supposed to be engaged in solving matrices or analyzing Shakespeare.
Instructor presence is an important component of effective online teaching, and video can help make it happen. Instructional videos have become increasingly easy to create and can turn a good online class into an engaging learning experience. Video humanizes the online experience by letting students know their instructor as a real person, not an abstraction. Good quality webcams are available for less than $100, and there are numerous free and easy-to-use resources for creating and publishing video content so it can be streamed back into our courses.
“There’s just not enough time in class with students!” It’s a common faculty complaint, and when students are provided quality course materials they can use outside class, this blended learning approach gives faculty more time in class. A variety of materials can be developed for use outside class. In this article, we’d like to focus on creating video content that students use for a blended learning course.
Magna Publications is now accepting proposals for the Teaching with Technology Conference, to be held October 6–8, 2017 in Baltimore, Md.
An annual survey on video in higher education found that more than half of the institutions who responded now use a video solution integrated into their Learning Management System. The figure is up 6% from 46% last year. In addition, three quarters of students in higher education use video in their assignments, up 4% on last year’s figure of 71%.
From the bold honors student to the timid learner in the back row, reflection can help students become more aware of themselves as learners. But because we often rely on writing as the primary mode of metacognitive reflection, some students, especially those who struggle with college-level writing, may not experience the full cognitive benefits of reflection. For such students, the stress of writing can compromise their focus on reflection.
Last semester I was faced with a larger-than-usual senior composition class for English majors—which of course also meant a larger-than-usual feedback load. With a new