Staying the Course: Online Education in the United States, 2008 reports that higher education institutions believe that the economic changes will have a positive impact on overall college enrollments, with online courses and programs for working adults seeing the greatest interest.
The lofty goals that capstone courses can accomplish make them worth the effort. We know how important first experiences in college are. We need a greater appreciation of how equally important a final summarizing experience can be.
Take a few minutes to consider the following online teaching tips to help you start out the new year revitalized, enthusiastic, eager, and just happy as hell to be teaching online
Existing distance learning research falls into several main areas. Some lend themselves to future research to expand the knowledge base, but others do not need to be revisited. Here are the distance education research topics to avoid:
Campus tragedies, like those at Virginia Tech and Northern Illinois University, served as a wake-up call for the need to refocus efforts and attention to campus safety issues, and the role that everyone plays in recognizing potential red flag behaviors among students and others on campus.
The number of hours spent in the classroom per week was significantly, negatively related to salaries at research, doctoral-granting, and comprehensive colleges both in 1992-93 and in 1998-99.
Has the rapid expansion of online education put your institution on a collision course with faculty incentive policies? Although more and more faculty are teaching online, few colleges and universities are proactively addressing faculty workload, promotion, and tenure policies to more accurately reflect the differences between teaching online and teaching face-to-face.
In yesterday’s post, it was argued that perhaps student evaluations were not, in Martha Stewart’s famous phrase, “a good thing,” given doubts about the qualifications
These student evaluations are so much a part of our system and have become so routine for our students and faculty that I have seldom questioned their value or necessity. But are they really (as Martha Stewart might say) “a good thing?” […]
When teachers think the best way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material.
