If you ask students what they want to get out of a course, most give the same answer: an A (never mind if learning accompanies
Jonathan P. Mathews, assistant professor of energy and geo-environmental engineering at Penn State University, teaches a high-enrollment (more than 400 students) general education online course, Energy and the Environment. Although he has two teaching assistants, the logistics of managing such a large class would be overwhelming without implementing the following course design and management ideas.
Blended learning, which combines face-to-face and online learning activities into a single course, has experienced tremendous growth during the past few years. A blended learning course (also called a hybrid course) can satisfy students’ need for flexibility, as well as alleviate overcrowded classrooms. However, the biggest benefit to a well-designed blended course is a much improved teaching and learning experience.
Early in my professorial career, I noticed two patterns: (1) requests for extensions on papers and forgiven absences spiked immediately prior to major breaks, and (2) dying grandparents were nearly always the explanation offered for those requests. I definitely wondered, and sometimes felt guilty, about the close correlation between expiring relatives and due dates listed on my syllabus.
Principles of Accounting has the reputation of being a “hard and boring” course. It is difficult to motivate students to invest the time and effort necessary to succeed in the course. To meet this challenge, we have assembled a list of eight simple rules for keeping students focused and motivated.
Academic dishonesty can come in a variety of forms. From roving eyes during exams to buying papers off the Internet to any number of other
Online course design is crucial to student success. It should reflect the intended learning outcomes and provide enough guidance for students to easily navigate the
Despite the benefits of online education, there are inevitable frustrations as well. The tools online learners need to use take time to master and don’t
As educators we hear and heed Peter McLaren’s warning, “You can’t teach people anything … You have to create a context in which they can analyze themselves and their social formations and lives.” 1 We believe the creation of this context must be our aim as educators, and this context must be balanced between theory and practice. In our pursuit to strike this balance, we believe that experiential education has the potential to assist our fellow educators in transforming their pedagogical practices to more deeply engage their students and improve learning outcomes.
A new online course designed to help higher education faculty and staff recognize and mitigate disruptive and potentially dangerous student behavior is now available from
