…by 2014 (cited in Nagel, 2009). This research is exciting for those of us committed to teaching in the online environment, but also presents many challenges. One area of challenge…
…to tame their content monsters. The two most common strategies for managing course content rarely yield positive results. Cutting back or trimming content leads to agonizing decisions but does not…
…reflection, I came to realize that many of the goals of higher education are affective in nature, although we don’t always think of them in that way. For example, the…
…should come to me”), that students have the right to behave as they see fit (“The professor shouldn’t care if I come late or leave early”), and that exams and…
…have to let go of thinking of ourselves as the expert in a certain topic, because critical reflection opens questions that we are not necessarily going to be the expert…
…and challenging questions about the interesting topics and projects they are working on. It’s a chance to give them practice answering questions like, “What’s your research question?” “What have you…
…to come prepared to discuss these specific topics. Some students will come ready to discuss while others can continue to contemplate their response during a more active discussion. The silence…
…the powers of digital authoring platforms. If engaging students means adding in new resources, examples, or practice questions to my textbook, then I’m all for it, and educators can do…
