When students enroll in online classes, they are often wary and a bit intimidated by the experience. There are a multitude of concerns such as
In the face-to-face classroom, each faculty member typically designs and teaches their own course with minimal input from departmental colleagues. Reflective of this approach, many
This article is featured in the resource guide, Effective Online Teaching Strategies. Prior to every course, faculty should consider how they can connect with their
Over the years, I’ve had the pleasure of working with approximately 300 faculty who have developed and taught their first online course. One of the
Participating in team projects offers students the chance to develop interpersonal communication skills (Figueira & Leal, 2013), build relationships with classmates, and increase the level
The phrase “desirable difficulties” was first coined in the nineties by psychologist Robert Bjork to describe learning conditions that introduced inconveniences to yield greater learner retention of material. According to the literature, the more work that is required to learn a concept, the greater the mastery (Sparks, 2011). To illustrate, a classical example of a desirable difficulty is found in the use of flashcards as study tools. Flashcards typically display only partial information, as a cue for the user to recall a more complete set of facts. When compared to lecture notes, flashcards require a student to work harder in recalling materials and are therefore especially effective study tools. As such, flashcards have been popular among students for decades.
Another Tax Day is upon us. I’ll keep this post brief, just in case you haven’t yet filed.
The Internal Revenue Service is good for lots of things, but it’s not usually viewed as a source of sound teaching advice. In 2016, however, the government agency created an online publication called the Behavioral Insights Toolkit. At just 72 pages, the toolkit is a relatively short guide for IRS employees and researchers to help promote compliance and improve taxpayer engagement by leveraging strong communication practices.
Due to the shift to performance-based funding in many states, colleges and universities have sharpened their focus on student retention. Because of this, I have sought out information about best practices in retaining students, in particular online students, to help do my fair share in this effort for the schools where I teach. While I found many articles about the importance of social presence, one of the more interesting discoveries was from a chapter in Trust in Organizations on the concept called “swift trust.” Although it is mostly put into practice and studied in workplace settings, it certainly applies to education, too.
Where did it all go wrong? Professor Elavor* just wrapped up what she hoped would be a successful semester of her new online course—Introduction to Natural Sciences. Unfortunately, the course ended with a giant thud.
Courses with a great deal of technical content for application in practice such as law, business, or STEM courses are oftentimes designed in what amounts to an information delivery method. The professor provides the necessary information for students to memorize and repeat back in the course assessments.
