In last week’s post, we looked at a sample of the discipline-based evidence in support of quizzes with the goal of gaining a better understanding of what it means to say that an instructional practice is evidence-based. We are using quizzes as the example, but this type of exploration could and should be done with any number of instructional practices.
Midterm evaluations bring a host of institutional measures to reach out to underachieving students. However, what might make the most difference to students’ success in their courses is to enable them to assess their own performance and set goals as well as to ask questions of and provide feedback to the instructor. Instructors can give students this reflective opportunity through an online journal assignment in which students do the following:
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.
There’s a lot of talk these days about evidence-based instructional practices, so much that I’ve gotten worried we aren’t thinking enough about what that means.
Should teachers strike?
How should government balance privacy rights with national security?
Should companies value their shareholders over the environment?
How quickly should a software company fix a known bug?
Regardless of discipline, faculty are faced with ethical issues in our classes around a variety of sensitive topics, and students will question the ethics of certain practices or topics in our field. As trained academics, we are not always comfortable having discussions where there is no clear right or wrong answer or talking about ethical areas in which we do not feel we are experts. So, how do you respond to students who really want to know “the answer” to these types of questions?
Three articles in the February issue of the Teaching Professor newsletter deal with peer learning—a large category that includes activities through which students learn from and with each other. Peer learning gets troublesome for many faculty due to the idea that students are teaching each other. Isn’t that our job? Students aren’t paying all those tuition dollars to learn from other students and they aren’t shy about saying as much. Students are paying to be taught by experts. If we’re not the ones teaching, we sometimes feel guilty.
One of the challenges of the flipped classroom is building meaningful connections between the pre-work and the in-class sessions. Opponents of the flipped classroom argue that information overload can easily occur in flipped classrooms (Benitez, 2014). Furthermore, while many instructors prefer to use short videos or online modules for the delivery of the pre-work, active learning strategies in the classroom need not be tech heavy. The greatest benefit to using the flipped classroom is the implementation of active learning strategies within the repurposed class time (Michael, 2006; Jensen et al., 2015). The techniques provided here can all be completed in your class with whiteboards, markers, and/or chart paper. In this article, I will share four different strategies that can help your students connect with your classroom pre-work, and embrace a constructivist approach that will help them apply their new knowledge.
Interleaving is not a well-known term among those who teach, and it’s not a moniker whose meaning can be surmised, but it’s a well-researched study strategy with positive effects on learning. Interleaving involves incorporating material from multiple class presentations, assigned readings, or problems in a single study session. It’s related to distributed practice—studying more often for shorter intervals (i.e., not cramming). But it is not the same thing. Typically, when students study and when teachers review, they go over what was most recently covered, or they deal with one kind of problem at a time.
When instructional video is produced thoughtfully and used to promote active engagement, it can improve student motivation, learning, and performance, make content more memorable, and bring highly visual material to life (Ljubojevic et al, 2014; Zhang et al, 2006; Hegeman, 2015; Hsin & Cigas, 2013; Merkt et al, 2011; Kay, 2012; Schwan & Riempp, 2014; Routt et al, 2015; Jarvis & Dickie, 2009).
Video has other benefits as well. It allows students to watch lectures at their own pace, rewinding and re-watching as needed. It lets instructors assign lectures as homework, opening up class time for interaction. And it can reduce the total time faculty need to spend preparing and delivering the same material for different semesters or audiences. Once you’ve recorded a video, you can–theoretically–use it again and again.
If you serve in a leadership role on campus, here’s your chance to get involved in a conference developed just for academic leaders.
Brought to you by Magna Publications, producers of Academic Leader newsletter and the Teaching Professor Conference, the Leadership in Higher Education Conference is accepting speaking proposals for its 2nd annual conference, Oct. 19–21 in Baltimore.