Most professors will have to deal with classroom disruptions at some point, from the relatively minor—students who show up for class late or who talk excessively—to the more serious—disrespectful, uncivil, or threatening student behavior. It’s the role of the department chair to create a culture that helps prevent and deal with disruptive behavior effectively.
Have you ever had to sit through one of those presentations that consisted of nothing more than slide after slide of bullet points? Or maybe
Starting a lecture can be challenging: getting everyone seated, attentive, and ready to move forward with the content can take several minutes. I have found
While I am far from a computer guru, I know the great value of technology and have become addicted to email. I am not sure how many hundred email messages I get each week, but my OCD tendencies lead me to an irresistible desire to check and respond to my messages many times a day. Such a compulsion is, I fear, only one symptom of my personal infomania and rushaholism. And I know I am not alone.
Shortcomings of an online course are not always obvious to the person who created it or teaches it. That is why it is helpful to seek other sources of information to determine whether a course is meeting its objectives. Mary Hricko, library director and associate professor of library and media services at Kent State University Geauga Campus and Twinsburg Center, recommends doing this in the following three ways:
To promote learning, we encourage our students to be actively involved in class discussions by asking and answering questions. Even if we do not include
The online learning environment offers great potential for individualized learning. One way to achieve this is through adaptive hypermedia—using learner use patterns to adapt course presentation, navigation, and content to suit individual students’ needs and preferences.
At the heart of every online course is the discussion forum. This is where ideas, information, and new material are shared, discussed, analyzed, built upon,
Online instructors receive poor evaluations for any number of reasons, including lack of experience, inadequate training, and poor communication skills. Other times, the poor reviews are more reflective of the course design than the instructor who’s teaching the course. That distinction is unimportant to the students.
In a Journal of Engineering Education article (referenced below), Richard Felder and Rebecca Brent propose an instructional model that promotes the intellectual development of science
