Online Education

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.

Rob Kelly May 30, 2014

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.

Ben Vilkas and Crystal McCabe May 20, 2014

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.

Rob Kelly May 13, 2014

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.

John Steele Thomas Dyer Elizabeth Larson Rick Holbeck April 29, 2014

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.

John Steele Thomas Dyer Elizabeth Larson Rick Holbeck April 28, 2014

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.

Rob Kelly April 24, 2014

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.

Kelly Grattan PhD April 22, 2014

Moving a Face-to-Face Course Online without Losing Student Engagement

The rapid growth and popularity of online learning is necessitating the creation of online courses that actively engage learners. Research has shown that effective integration of multimedia that is content relevant and pedagogically sound can be a valuable teaching tool for facilitating student learning (Mandernach, 2009).

Louise Sharrar and Paula Bigatel April 14, 2014

Encouraging Online Learner Participation

Sustained, high-quality student participation usually doesn’t happen on its own in the online learning environment. The instructor needs to model participation, create assignments that encourage it, and foster an environment that supports it. Here are some ways that I promote student participation in my online courses.

Joan Thormann PhD. April 8, 2014

Can You Flip an Online Class?

We recently asked a group of teaching assistants, “How do you think today’s college classroom is different than when you were an undergraduate student? What is the most significant change you’ve noticed?”

The number one answer? Technology.

Barbi Honeycutt, PhD, and Sarah Glova March 31, 2014

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