Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Online Education

Promoting Academic Integrity in the Online Classroom

Teddi Fishman, director of the International Center for Academic Integrity at Clemson University, advocates an instructional design/community-building approach to academic integrity rather than an adversarial approach. Her stint as a police officer informs this stance. As radar gun companies introduced improved speed enforcement tools, the latest radar detectors (often produced by the same companies) rendered such improvements ineffective. “I learned that you can’t out-tech people, and you don’t want to get into that situation. You don’t want to have that arms race. Certainly some security measures are going to be necessary, but don’t get into the habit of relying on technology to establish a climate of integrity, because it can have adverse effects. Nobody wants to feel like they’re being watched all the time,” she says.

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The Professor, Penmanship, and Online Education

This summer I am teaching online, in part because many students prefer to take classes online. Summer is the time for mischief, experimentation and creation—there is just something about that added sunlight, all sorts of plants I know not the names of in bloom everywhere—it just makes you want to try something new.

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Improve Accessibility in Tomorrow’s Online Courses by Leveraging Yesterday’s Techniques

Traditionally, when a face-to-face student requested a sign language interpreter or other assistance, individualized accommodation arrangements were made through institutional channels.

With the advent of online courses, however, the concept of accessibility has emerged. In contrast to the reactive, customized approach of accommodation, accessibility means proactively identifying and removing as many barriers to instruction as possible—before a course is ever opened for registration.
While some argue that building in accessibility is prohibitively expensive, recent lawsuits are driving more and more institutions to view accessibility as a requirement rather than a luxury. Unfortunately, making an online course accessible is tough—unless you’re familiar with traditional print techniques.

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Five Things Online Students Want from Faculty

Through regular student feedback, Jennifer Luzar, associate professor of language arts at Northwood University, has compiled the following things students want in their online courses and ways that she has adapted her instruction accordingly.

1. Quick responses – From the time she started teaching online, Luzar has made it a point to respond as soon as possible to her students. The typical reply from students is, “Wow! Thanks for the quick response,” as if this is not usually the case. “I used to be surprised by that because I feel that as online instructors it is our responsibility to try to get back to these people as quickly as possible,” Luzar says.

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Promoting Students’ Self-Efficacy in the Online Classroom

As online education enrollment increases, (Allen & Seaman, 2011), innovative practices are needed to improve quality instruction. One area that needs further exploration is that of promoting online students’ self-efficacy. In this article we examine the concept of self-efficacy, as it pertains to the online classroom, and offer practical suggestions for online instructors.

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Using Self-Determination Theory to Improve Online Learner Motivation

According to self-determination theory, a theory developed by Deci and Ryan, three basic psychological needs affect motivation: autonomy, competence, and relatedness. Susan Epps, associate professor of Allied Health Sciences, and Alison Barton, associate professor of Teaching and Learning, both at East Tennessee State University, have used this theory to develop ways to improve online learner motivation.

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Integrating Technology into the Online Classroom, Part II

In Part I of this article, we wrote about the value in collaborating with peers. Here we conclude the piece by sharing with you the steps we followed in forming our group, while offering advice on how a similar approach could work on your campus.

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Integrating Technology into the Online Classroom, Part I

Most of us have encountered students who struggle with a particular course objective or assignment. Finding innovative ways to help students break through these barriers to learning is a common challenge for all educators at any level. This problem may be exacerbated in the online classroom due to the geographically dispersed participants and asynchronous learning environment, however, it can be overcome.

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Discussion Board Audit—A Metacognitive, Wrap-up Assignment

When Hayley Lake, lecturer at Eastern Washington University, got the opportunity to develop an online version of Survey of Alcohol & Drug Problems, a multidisciplinary course that draws students from a variety of majors and backgrounds, she knew that online discussions would be an essential feature of the course. She had taught the course in the face-to-face environment and saw a lot of room for improvement—despite the diversity of students and the inherent potential for lively discussions, the course lacked engagement and rigor.

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One is the Loneliest Number: Helping Doctoral Students Build Connections Online

The online learning environment, no matter how robust the platform, does not fully address the isolation many students feel. This environment can be especially isolating for doctoral students. In traditional programs, particularly those with cohort models, students engage with one another through their courses, and many form groups and lasting friendships. Groups might meet or communicate on a regular basis to share their progress; edit/proofread dissertation drafts; solicit ideas, strategies, and advice; and even to vent about their challenges, frustrations, and lack of sufficient progress. Students with shared research interests, albeit rare in small cohorts and interdisciplinary programs, are even more fortunate to form this bond.

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