Optimism is generally a good thing, but it can sometimes interfere with learning. Some students are overly optimistic about their learning progress and anticipated course grades, with weaker students being more likely to overestimate how well they are doing in the course. This can hinder their academic success. There’s no reason to adjust their behavior (say, by studying more) if they believe they are already doing well.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
The 2014 Survey of Online Learning conducted by the Babson Survey Research Group and co-sponsored by the Online Learning Consortium (OLC), Pearson and Tyton Partners, reveals the number of higher education students taking at least one distance education course in 2014 is up 3.7 percent from the previous year. While this represents the slowest rate of increase in over a decade, online enrollment growth far exceeded that of overall higher education.
“Online teaching can be a bit of a juggling act,” says Oliver Dreon, PhD, associate professor in the School of Education at Millersville University of Pennsylvania.
Instructors must be able to handle student concerns, subject material, and delivery modality to create an interesting, engaging course.
Many instructors dread grading, not just because grading takes up a sizable amount of time and can prove itself a tedious task, but also because instructors struggle with grading effectively and efficiently. However, effective grading does not have to take inordinate amounts of time, nor does one need to sacrifice quality for speed. The following tips can help instructors grade more effectively while enhancing student learning.
Students love it when teachers provide class notes—the more complete the set, the better. Students want the teacher’s notes online because it’s convenient, they’re readable, well organized, and relieve the student of having to expend much effort during class. A lot of students need the teacher’s notes because they aren’t very good note-takers themselves. They practice stenography rather than note-taking, trying to get down the teacher’s words exactly. That way, even if they don’t understand, they can memorize what the teacher said and find it on the test. But that’s not learning.
Can you teach students to be creative? Most of us would say no. It’s more like trying to teach for it—encouraging it, promoting it, acknowledging when it happens, and rewarding it. Despite the difficulties associated with teaching creativity, teachers shouldn’t be excused from trying to cultivate its development. Is there a profession where creative thinking isn’t needed? Is there a problem that wouldn’t benefit from a creative solution? The authors of the article referenced below ask the follow-up question relevant to those of us in higher education: “Where will students get the opportunity to learn and practice creative thinking if it is not embedded throughout the curriculum?” (p. 51)
When faced with a problem or challenge within your unit, your first inclination might be to immediately look for solutions. Makes sense, right? But when the problem or challenge comes from an individual or the way individuals interact—which is often the case—those who feel they are being viewed as problems to be solved might not appreciate being labeled as such. A better approach is a practice known as appreciative inquiry, which builds on strengths and what is working well to bring about positive change.
“What if the students revolt?” “What if I ask them to talk to a neighbor, and they simply refuse?” “What if they do not see active learning as teaching?” “What if they just want me to lecture?” “What if my teaching evaluation scores plummet?” “Even if I am excited about innovative teaching and learning, what if I encounter student resistance?”
When teachers try something different in the classroom and students resist, the teacher may back down. Often, this is due to fear of what will happen to their student evaluations and contract renewals. I have been told by many instructors that they once tried active learning but the students hated it, so they went back to what was tried and true. (Silverthorn, 2006, p. 139)
There are a couple of reasons why students don’t like comprehensive finals. First, they’re more work. Rather than four weeks’ worth of material to know and understand, there’s a semester or term’s worth of content to deal with. However, the research highlighted in an article in this issue of the newsletter and more like it strongly supports that continued interaction with the content increases the chances that it will be remembered and can be used subsequently. Students also don’t like comprehensive exams because most of them don’t use good cross-course study strategies. They wait until finals week and then they start reviewing. Here are some ways teachers can help students develop and use study strategies that make preparing for and doing well on comprehensive finals easier.
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.