Online instructors need to be intentional about creating a sense of presence in their courses so that students know that somebody is leading their educational experience. According to Larry Ragan, director of instructional design and development for Penn State’s World Campus, this sense of presence consists of three dimensions:
There is nothing more disheartening and stressful than having to formally accuse a student of cheating on an exam. Was the student looking at his neighbor’s exam or just glancing away from his test for a mental break? Did the student ask someone how to fill out the name portion of the instruction page, or did she obtain an answer to a test question? Did the two students with identical written answers prepare study notes together or cheat off one another while someone was asking the professor a question during the exam?
As 2013 draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the past year. During the course of the year, we published more than 250 articles on a full range of topics of interest to today’s college educators.
Many faculty members use quizzes to keep students prepared and present in class. The approach often tends to be punitive, however, motivating students by extrinsic means. Karen Braun and Drew Sellers, who teach beginning accounting courses, wanted to use quizzes in the usual ways—to get students coming to class having done the reading, to arrive in class on time, and to participate in class discussion, but they wanted their quizzes to be more about intrinsic motivation and less about assessment. How did they achieve that objective? They incorporated a number of “motivational” design features into their use of quizzes.
Faculty development has become a priority at many academic institutions as a way to improve the quality of academic programs and to respond to emerging faculty, student, program, and industry needs.
What does professional development look like? A couple of the more traditional examples might include reading a book, sitting in a room full of educators discussing a particular topic, or traveling to a conference. Certainly, those are all ways we can learn to improve our craft.
Blended learning entails more than simply replacing class time with online course elements or supplementing an online course with face-to-face meetings. To be successful, the online and face-to-face modes need to be integrated by taking into account the learning objectives and the affordances of each mode and deliberately linking what occurs in each mode.
Metacognition is about being able to successfully plan, monitor, and evaluate your learning. It’s not a skill that can be listed as a strength by most of our students. Few have encountered themselves as learners. They don’t have an expansive repertoire of study strategies. They don’t often think about alternatives when the studying isn’t going all that well. And most don’t evaluate how well they learned beyond the grade they receive. It’s something else that concerned teachers need to worry about while teaching students.
A few weeks ago, I had to accompany my husband out of town for a week of medical tests. That meant my presence was required in two places at once: in my classroom and at the hospital. I didn’t want to cancel classes, so I decided to try something new. I arranged to meet with each of my students online for about 15 minutes to discuss the first draft of their first composition paper.
I recently attended the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL). The conference allowed me to reflect on questions about the scholarship and practice of teaching and learning, and it fueled thoughts that eventually led to this article on how we might go about modeling scholarly practice.