In his wonderful TED talk, Dan Meyer describes how he began one of his math classes by showing students a video of a hose slowly
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Online Course Delivery and Instruction
Scenario-based learning can be an effective way for students to apply what they have learned to realistic situations. There are many different ways to design scenarios for online delivery, from text-based case studies to interactive, immersive simulations. Regardless of the resources that you have available, there are effective ways to put students in scenarios that contribute to their learning.
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.
According to a recent report by the Institute of International Education, there were more than 764,400 international students enrolled in U.S. universities and colleges in 2011/2012. This was a 7 percent increase from the previous school year. International student services on campus organize social events to facilitate interaction between international and American students and provide academic support for those from non-English-speaking countries. Despite their efforts to promote diversity, the transition to American universities is still challenging for international students. Many feel homesick and experience emotional stresses due to cultural differences and have difficulty in making American friends and sustaining long-term relationships.
Incivility in the online classroom can take many forms. Angela Stone Schmidt, director of graduate programs in the School of Nursing and associate dean College of Nursing & Health Professions at Arkansas State University—Jonesboro, uses Morrisette’s definition: “interfering with a cooperative learning atmosphere.” So in addition to inappropriate, rude, offensive, or bullying behaviors, Schmidt considers behaviors such as academic dishonesty, over-participation or domination and under-participation to be forms of incivility. In an interview with Online Classroom, she offered the following advice on how to reduce incivility with a proactive stance and how to address it when it does occur:
o certain personality traits increase students’ chances of success in the online learning environment? It’s an intriguing question that has not received much attention, an oversight that Ben Meredith, director of the Center for Distance Education at Southwestern Oklahoma State University, has sought to remedy.
Remember feeling nervous before starting your first day on the job? You may have experienced butterflies in your stomach, had questions about expectations, or concerns about learning the rules and finding information. Students feel the same way with a new professor, regardless if the class is face-to-face or online. With technology, you can reduce new-class jitters and get your students on track for success.
As an instructor new to the online environment, I carefully reviewed the syllabus and the requirements for the course discussions and assignments and incorporated the following ideas from Myers-Wylie, Mangieri & Hardy: a “what you need to know” document that includes policies about late work, formatting, source citations, grading and feedback, and the dangers of plagiarism; a separate “assignments at a glance” calendar that details due dates and submission instructions; a “frequently asked questions” thread in the discussion forum; detailed scoring rubrics for each assignment, and example assignments. As is typical in the online environment, my course was equipped with areas for announcements and discussions and a grade book with a place to post comments for individual students. I used all these formats to communicate with students about course requirements and provide detailed feedback.
I have been teaching online courses for more than eight years now. I was one of the first at my previous institution to transition a face-to-face (F2F) course to a 100% online course and now, in addition to my F2F courses, I also teach for two fully online institutions. However, I still find many of my F2F colleagues reluctant to make that transition.
Faculty use asynchronous discussions to extend and enhance instructional practices in the online classroom. It is widely reported that online discussions play an integral role in facilitating students’ learning, as well as fostering dialogue, critical thinking, and reflective inquiry (Kayler & Weller, 2007; Morris, Finnegan, & Sz-Shyan, 2005). Despite faculty’s knowledge that discussion forums can serve as a useful learning tool, online discussions are not easy to establish and manage.