Pedagogies of Online Welcome
October 21, 2019, was a golden day for those interested in the Scholarship of Teaching and Learning (SoTL). Somehow, across a variety of teaching and
Niya Bond
December 18, 2019
Online Course Delivery and Instruction
How to Keep from Going MIA in Your Online Course
As an adjunct professor and one who works daily with faculty in helping them understand online education, I have noticed and heard of increasing numbers
Steve Dwinnells, PhD
October 11, 2019
Building a Community of Learners in Online Classes
Online learning is becoming more prevalent in colleges and universities. When I arrived in higher education, I could not imagine how online classes would work
Amy Earls Thompson, PhD
October 2, 2019
I Am Not a Robot
When students enroll in online classes, they are often wary and a bit intimidated by the experience. There are a multitude of concerns such as
Kelly Price, PhD, and Julia Price, EdD
September 16, 2019
Scaffolding Online Student Success
Where did it all go wrong? Professor Elavor* just wrapped up what she hoped would be a successful semester of her new online course—Introduction to Natural Sciences. Unfortunately, the course ended with a giant thud.
Cassandra Sardo and Anthony Sindelar
March 27, 2019
Using Your Instructor Bio to Humanize Course, Reduce Student Anxiety
By now we’ve all heard about the importance of faculty engagement in online courses. A faculty member who properly engages in an online classroom can boost student success, improve satisfaction, and raise retention rates. Discussions about faculty engagement tend to focus on activities like interaction in discussion boards and frequency of posting announcements. Although these actions are important, what’s overlooked in these conversations is the need to ensure students are first comfortable and prepared to participate in their classes. Let’s face it, starting a new semester can be anxiety inducing for students and the situation can be exasperated in an online environment where students can’t ease their anxiety by walking to class with a friend or seeing a welcoming smile from their instructor as they enter a classroom.
Evan Kropp, PhD
April 20, 2018
Pause, Play, Repeat: Using Pause Procedure in Online Microlectures
We all know the classic thought experiment involving a tree falling in the woods, but have you heard the one about online lecturing: If a faculty member posts a microlecture video to the LMS, and students view it, has learning occurred? While we may never know if a falling tree makes a sound, we can determine whether students are engaging with our microlectures by applying the principles of pause procedure.
Judith Dutill, MA, and Melissa Wehler, PhD
October 23, 2017
Instructor Presence: How to Keep from Going MIA in Your Online Course
As an adjunct professor and one who works daily with faculty in helping them understand online education, I have noticed and heard of increasing numbers of professors going missing in action (MIA) while teaching their online course. This is particularly disturbing since engagement is the number one characteristic that faculty must strive for when teaching from a distance.
Steve Dwinnells, PhD
February 3, 2017
Understanding Project-Based Learning in the Online Classroom
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
John Orlando, PhD
February 5, 2016
Scenario-Based Learning in the Online Classroom
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.
Rob Kelly
September 24, 2015
