Articles

A Classroom Icebreaker with a Lesson that Lasts

I bring a box to the first day of class — especially if it’s a course with beginning students. At precisely the time class starts, I walk into the room with my box filled with random, quirky objects. I like to include a small Alf doll, a pad of Post-its, some scissors, perhaps a can of Slim-Fast, a candle, a rock, a comb, and maybe six or seven other objects indiscriminately gathered as I leave for class. As soon as I enter the room, I put the box on the table; take each article out; place it on the table; and finally, when all of them are out, return them to the box. Then I ask the students to take out a piece of paper and write down as many of the items as they can remember.

Virginia Freed February 23, 2010

Reconsidering Grading Students on Class Participation

A common phrase uttered during the first day of class is: “You will be graded on class participation.” As instructors we know what we expect. But what exactly do our students think we mean by that statement? The longer I’ve taught the more I’ve come to realize that students may not really know.

Christopher Willard February 22, 2010

Academic Integrity in Distance Learning

The problem of academic dishonesty has become one of staggering proportions. In a recent paper on the subject, Robert Kitahara, assistant professor in the business programs at Troy University, and co-author Frederick Westfall, associate professor and regional chair of business programs for Troy University, detail a growing problem in distance learning in which students cheat on tests and assignments, then seek redress for wrongs against them when they are caught.

Jennifer Patterson Lorenzetti February 19, 2010

Eight Ways to Increase Social Presence in Your Online Classes

Social presence is an important concept in distance education. So, how can we increase social presence in online teaching? Here are some ideas for you to try.

Hong Wang PhD. February 18, 2010

10 Ways to Re-energize Your Classes and Yourself

I’ve been teaching online since 2001. I’ve always felt a certain sense of excitement when discussing philosophies, pedagogy, or instructional strategies with others and creating active, energetic online classrooms. So it was disheartening when I “hit a wall” and things started to feel really monotonous.

Jody Oomen-Early PhD. February 17, 2010

Letting Go of the Reins

Sometimes we are so concerned with following our lesson plans to the letter that we miss what is truly important: teaching moments. A teacher has to learn to listen to his or her class and realize when the moment to abandon the lesson plan has come. This willingness to release some control over the class and allow it to develop more or less organically does not always come easily, however. Goal-induced anxiety can make a teacher reluctant to let go of the reins out of fear that the class will go off in some random direction.

John A. Dern PhD February 16, 2010

Learning Spaces that Facilitate Student Learning

As a college student, I always liked it when I had a course that met in Edwards Hall – if for no other reason than a lot of the classrooms in that building had theater-style seating with chairs that swiveled. The fact that I would remember that after all of these years is an indication of the effect a more welcoming learning space can have on students.

Mary Bart February 15, 2010

Help Your Students Become More Mindful Editors

“How many of you would keep listening to a CD—even of your favorite band—if the CD regularly skipped?” That’s the question I ask my students. Although the question keeps evolving (and now that students have abandoned CDs for iPods, I may have to come up with another analogy), my point doesn’t change. Even in pleasurable pursuits, we tolerate distractions or interference only to a degree, after which we abandon the activity.

Noralyn Masselink February 12, 2010

Sloan-C Survey Provides Snapshot of Online Learning

The 2009 Sloan Survey of Online Learning reveals that online enrollments rose by nearly 17 percent from the previous year. The survey of more than 2,500 colleges and universities nationwide finds approximately 4.6 million students were enrolled in at least one online course in fall 2008, the most recent term for which figures are available.

Mary Bart February 11, 2010

A Checklist for Facilitating Online Courses

There are two common assumptions about teaching online that can sink even the most well-meaning neophyte. One is that “teaching is teaching” regardless of whether it’s face-to-face or online and there’s no reason to deviate from the proven principles that work so well in the traditional classroom. The second assumption is that teaching online is all about the technology, and if you design your course properly, it pretty much runs itself.

Mary Bart February 8, 2010

Articles

Stay Updated with Faculty Focus!

TOPICS

Stay Updated with
Faculty Focus!