I love teaching online. I love the challenge of moving a student from, “I am really nervous about this class!” to “Thank you for your
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Online Assessment, Grading, and Feedback
It is the beginning of a new year and a new semester at colleges and universities across the world. Professors are finalizing their syllabi and
Giving Students an Individualized Experience in Online Learning: Staying Connected while Disconnected
“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,
Here I sit in my new, make-shift home office moving my face-to-face courses online with a view of my backyard. For the last few days
Engaging students through a computer screen requires a unique approach to pedagogy and innovative course design. The feeling of “getting it right” typically involves a
In the online class environment, students enjoy many advantages, such as increased scheduling flexibility, ability to balance work and school, classroom portability, and convenience. But there are potential shortcomings as well, including the lack of student-instructor interaction and a student not understanding the instructor’s expectations. A key mechanism to convey expectations while increasing student-instructor communication is relevant, timely, constructive, and balanced instructor feedback.
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.
In their article on the effect of instructor participation in online discussion boards, Margaret Mazzolini and Sarah Maddison (2003) asked if, “online instructors [should] be encouraged to take a prominent ‘sage on the stage’ role, a more constructivist ‘guide on the side’ role, or an ultra-low profile as ‘the ghost in the wings’” when they are facilitating asynchronous discussion boards. Fifteen years later, we are still debating this same question.