Learning communities come in all shapes and sizes. Some simply link courses and put students in a cohort; many go considerably beyond that to build
How often does this happen to you? You pore over students’ writing assignments, adding what you feel are insightful and encouraging comments throughout each paper. Comments you hope your students will take to heart and use to improve their writing next time around. Then you return the papers and the students quickly look at the grade and stuff the paper into their backpacks … perhaps mumbling something under their breath as they do.
One instructor’s study of student participation in online discussions in two of his asynchronous online courses over a five-year period has yielded some interesting results that have influenced how he conducts his courses.
How do you motivate online learners?
It’s an age-old question that continues to stump online instructors as well as the managers of distance education programs trying to solve the attrition problem that continues to drag down this otherwise thriving segment of higher education.
Everyone wants a blueprint for managing their distance education program, but sometimes the best thing to do may be to throw away the old business model and begin thinking about new ways to deliver and share online courses.
Given the rate of department chair turnover and the skills and knowledge required to do the job well, it makes sense to consider ways to smooth the transition.
Most instructors attempt to encourage class participation by making it part of the overall grade. But evaluating individual contributions and promoting a substantive, intriguing discussion
In my classroom-based courses I have always valued discussion as a powerful learning tool that provides students with opportunities to explain their reasoning and understanding, learn different perspectives and points of view, and re-think and possibly revise their own conceptions based on careful reflection of potentially disparate viewpoints. As I prepared to teach my first online course five years ago, it was only natural that discussion would be a part of it.
Administrators can help inspire much-needed reform of the tenure and promotion processes at their institutions if they begin discussions of reducing the workload of both candidates and committees in the following three ways.
In last Wednesday’s post, Stephen F. Davis, Patrick F. Drinan, and Tricia Bertram Gallant, the authors of the newly released CHEATING IN SCHOOL: What We Know and What We Can Do, recommended steps faculty can take to reduce cheating in their classroom. In this, the second of a two-part email interview, the authors offer advice to academic leaders on how to create healthy environments that support ethical choices at all levels of the organization.
