FOR IMMEDIATE RELEASE:
New Peer-Reviewed Online Teaching Practices Added to Open Repository
Orlando, Florida, US – July 13, 2021 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new peer-reviewed entries accepted for publication from the Spring 2021 Call for Submissions. Entries were received from faculty and designers in multiple disciplines from various institutions. The 19 selected entries represent a diversity of approaches to designing online content, engagement activities, and assessments of learning.
TOPR is an open platform for online/blended faculty and instructional designers to connect, find inspiration, and collaboratively contribute innovative online teaching strategies. Each TOPR entry is licensed for remixing under a Creative Commons license to maximize adoption and adaptations. TOPR is open to the world at: http://topr.online.ucf.edu.
The selected entries published as a result of the Spring 2021 Call for Submissions appear below.
- Boosting Undergraduate Students’ Engagement in Research in a Synchronous Online Foreign Language Class: Using an eConference Format, Peer-Reviewing, and Pressbooks by Charlotte M. Trinquet du Lys (University of Central Florida)
- Create (and Answer) a Learner Information Survey to Initiate Belonging, Presence, and Community by Lorna S. Gonzalez (California State University, Channel Islands)
- Enhancing Competency-Based Education with Virtual Reality Simulation by Shelley N. Armstrong (Walden University), Alison R. McLaughlin (Walden University), and Jennifer C. Gadarowski (Walden University)
- Facilitate Collaborative Performance-Based Tasks in a Synchronous Course Meeting by Taylar Wenzel (University of Central Florida)
- Facilitate the Think-Pair-Share Teaching Strategy Virtually with Breakout Rooms by Alex Fegely (Coastal Carolina University) and Todd Cherner (University of North Carolina at Chapel Hill)
- Incorporate Online Student Personas to Promote Faculty Empathy and Reflection by Nicole Stahl (University of Central Florida), Debra Luken (University of Central Florida), and Aimee deNoyelles (University of Central Florida)
- Maintain a Collaborative List of Key Course Terms on Google Docs by Lucy Biederman (Heidelberg University)
- Modeling Spaced Repetition in Course Design by Rachid Ait Maalem Lahcen (University of Central Florida) and Ram Mohapatra (University of Central Florida)
- Organizing Class Meeting Launchpads for Student Access by Taylar Wenzel (University of Central Florida)
- Offering Assessment Options: Motivating Learners through Multiple Means of Action and Expression by Danielle M. Eadens (University of Central Florida) and Daniel W. Eadens (University of Central Florida)
- Personalized Learning Design with Canvas MasteryPaths by James Paradiso (University of Central Florida) and Baiyun Chen (University of Central Florida)
- Promoting Interaction and Engagement in Synchronous Classes: Four Examples by Carolyn Samuel (McGill University), Angela Guadagno (McGill University), and Mariela Tovar (McGill University)
- Set the Stage with a Start Here Section: Orient Students to Course Purpose, Structure, and Expectations by Rebecca Sanchez (North Carolina State University), C. Cranford, B. Tobey, B. Smith, A. Mendoza-Moran, & C. Beeson (North Carolina State University).
- Streamlining Placement Testing with an Adaptive, Branched Exam by Christina Cavage (University of Central Florida) and Baiyun Chen (University of Central Florida)
- Transitioning to Online Facilitation of Immersive Virtual Reality Simulations by Jaime Hannans (California State University, Channel Islands) and Colleen Nevins (California State University, Channel Islands)
- Use Self-Evaluation and Instructor Feedback in a Group Discussion to Enhance Participation in Large-Enrollment Courses by Alexandra M. Drozd (University of Pittsburgh), Judith F. Zedrick-Gonzalez (University of Pittsburgh), and Barbara Frey (Point Park University)
- Using 360′ Videos to Provide Cultural Immersion in Virtual Study Abroad Courses by Karen Edwards (University of South Carolina), Sandy Strick (University of South Carolina – Columbia), and Tori Ellenberger (Deskin University, Australia)
- Using Collaborative Exams to Reinforce and Deepen Learning by Jane Sutterlin (Penn State University)
- Using Zoom Polling Feature to Increase Student Engagement and Learning by Ashley Rae Salter (University of Central Florida) and Alyssa L. Albrecht (University of Central Florida)
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This post has not been revised since publication.