…is a theoretically sound match for the instructional need. Eight common online classroom needs and examples of vetted tools deemed as “fit” for college learners are described below. It is…
…to learners and an option to link to additional materials (which may reduce the number of unfocused questions sent to the instructor). Providing feedback to the instructor about where learners…
…percent in her online courses, which include interpersonal communication, intercultural communication, mass communication, and online social networking. In an interview with Online Classroom, Frisch talked about the factors that she…
…fostered. 1. Triggering events. Students who feel comfortable and supported in the classroom are more likely to share their thoughts, ask questions, and be open to probing or opposing views….
…real material on the first day. Despite that, there have been fewer questions about course policies, with some students actually referencing them without even a mention from me. Let me…
…courses are completely asynchronous, there is often limited interaction between you and your students and class members with each other. Consider, for example, that real-time conversations don’t occur during a…
…developed by Epstein Education (epsteineducation.com) which combines a traditional-looking scantron form and a lottery scratch-off ticket. This tool provides students with immediate feedback on their performance and allows them to…
…Fiction?” The Saturday Evening Post, July-August 1986. http://oconnorjeng4ui.pbworks.com/w/file/fetch/65669577/Why%20do%20we%20read%20fiction_Robert%20Penn%20Warren.pdfpdf Pettit, Emma. “A Side Effect of the Covid-19 Pandemic? Reading Got a Lot Harder.” Chronicle of Higher Education, April 20, 2020. https://www.chronicle.com/article/A-Side-Effect-of-the-Covid-19/248568…
