Given the difficulty most faculty have getting students to read for courses, even assigned reading in required textbooks, reading lists may not be used as extensively now as they were 20 years ago. Nonetheless, they still figure prominently in the delivery of independent studies, special topics courses, and senior and graduate seminars.
A survey developed to determine how many college faculty are using social media, and in what capacity, found widespread awareness of social networks, but faculty are more likely to use social networking tools for personal use than in the classroom.
Online educators have long known that asynchronous discussion is deeper than face-to-face discussion due to the increased thought time and the “democratization” of the classroom. But one major disadvantage of traditional online discussion is that it is separate from the lecture.
Faculty usually hold a set of beliefs that make the whole topic of learning outcome assessment seem boring, useless, or both.
For most teachers, a room full of bright students is the stuff dreams are made of. Unless, of course, you’re teaching a course that’s outside of your area of expertise – then it can be a nightmare. You feel like an imposter, and worry that your students will call you out. You cram for each class like you’re back in school.
Online education didn’t invent cheating, but it does present unique challenges. This 20-page report provides proactive ways for meeting these challenges head on.
Most higher education institutions are not organized to encourage, support, and reward collaboration. Yet, collaboration—across disciplines, functional units, institutions, and organizations—is a highly effective way of dealing with complex issues.
It will probably not shock any instructor to learn that students cram for exams. What may be a bit surprising is the percentage of students who do: somewhere between 25 percent and 50 percent, depending on the study. In the research reported in the article referenced below, approximately 45 percent of students admitted to cramming.
When you undertake a blended learning course, you can’t just think about what assignments and activities you are going to move online. You have to reconceptualize the entire course. This means starting with your learning goals. The place to begin is by asking yourself: What do I want students to learn?
In its early days web-based instruction was seen as a solution to a problem: students who were separated from campus either by geography or schedule would be able to take advantage of web-based instruction to get the training or degree they desired.