Instructors face a Herculean challenge in managing discussion – whether the discussion is face-to-face or online. To be an effective instructor, it is important to learn how to facilitate discussion, and keep the dialogue flowing without veering off topic.
Read more ›CURRENT ARTICLE • August 12
OTHER RECENT ARTICLES
The July 20 post on extra credit has generated a record number of responses; 42 at last count. I thought it might be useful to consider what we learned from our exploration of this topic.
Read More ›Using Synchronous Tools to Build Community in the Asynchronous Online Classroom
Sometimes students in the online environment just need that extra nudge to feel connected in order to truly excel. As instructors, we can facilitate community-building in an asynchronous environment by utilizing synchronous tools, such as Wimba, Skype, Elluminate, and others available to us via our learning management system or outside of the LMS.
Read More ›The beginning of an online course is a critical time in which the instructor establishes expectations, sets the tone, and helps students navigate the course. Here are some points to consider for the time leading up to and including that first week:
Read More ›Anyone with a 3-year-old knows one of their favorite words is “Why.” As it turns out, asking “why” is a good way to examine your assessment goals and how they align with your institution’s core values.
Read More ›As higher education budgets for professional development have shrunk during the last few years, it has become more important than ever to plan your professional development goals in a meaningful way. What is it you want to accomplish in the next year? Do you want to become a better instructor, research a specific area, or just attain the funds to attend that great meeting? All of these are goals that you can use to design your comprehensive professional development plan.
Read More ›A number of excellent comments were posted in response to the July 7 post which raised questions about how much participation should count. Thank you to those of you who contributed and a suggestion that those of you who read the post early might want to revisit the comments section.
Read More ›We want our students to develop original insights, and are often disappointed when discussion provides little in the way of original thought. But this is not the students’ fault. The traditional classroom encourages students to try to give the instructor what the student thinks the instructor wants to hear.
Read More ›Shy Students in the College Classroom: What Does it Take to Improve Participation?
When I was in college I never raised my hand. Never. I didn’t raise my hand when I thought I knew the answer. I didn’t raise my hand even when I knew the answer with 100% absolute certainty. And I didn’t raise my hand when the professor was practically pleading for someone, anyone, to please participate.
Read More ›A few years ago I had a student, one of the best in her high school class, who told me she hadn’t completed an online college-credit course because she was afraid of the “system,” which she thought was too anonymous and impersonal. Online instructors have to be able to spot such worries and spot them early, and then help students overcome their fears.
Read More ›