Raise your hand if you’ve come across these students in your online course. The Know-it-all who answers questions asked of the instructor so as to contradict him/her rather than add…
…jumbled pieces in a Ziploc bag. Each group completes all the puzzles. This requires them to categorize previously learned information. I like to engage in competition for prizes from the…
…engage in self-regulating activities such as organizing learning materials and monitoring progress—two activities strongly associated with higher achievement. One tool I use to reduce the amount of time commitment on…
…start-up funding for training, assumption of new duties, reprinting of materials, updating of electronic resources, and the like. If your supervisor is truly committed to the new idea—and the only…
…profitable. Results of the 2009 Managing Online Education Survey, a collaborative initiative of the Western Cooperative for Educational Telecommunications (WCET) and The Campus Computing Project, were discussed Oct. 29 in…
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…
…assessment of the instructor. Students were given the option of providing comments, and the comments were also interesting. Students in the asynchronous online course gave favorable comments about convenience regarding…
…by having field trips but dispensing with write-ups. What he discovered, though, was that students could not answer even basic essay questions about what they’d observed on the field trips….
