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)
Click here to view previous press releases.
- September 27, 2021 @ 13:05:02 [Current Revision]
- September 27, 2021 @ 13:05:02
There are no differences between the September 27, 2021 @ 13:05:02 revision and the current revision. (Maybe only post meta information was changed.)