Description Instructors frequently depend on high stake assessments such as final exams to evaluate students’ knowledge at the end of courses. Those assessments could be timed and comprehensive. A reality that worries several students because high stake assignments can affect greatly their grades at the end of a semester if they do not perform as …
Continue reading “Modeling Spaced Repetition in Course Design”
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Peer-Reviewed Entry,
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STEM
Description With instruction shifting from face-to-face to online modalities, instructors at all levels are lecturing synchronously using video-conferencing platforms. As an unintended result, instructors and students alike have reported feeling overwhelmed and drained due to the amount of time they have spent on these platforms (Wiederhold, 2020). In fact, the term “Zoom fatigue” has been …
Continue reading “Facilitate the think-pair-share teaching strategy virtually with breakout rooms”
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Interaction,
Interaction in a Virtual Classroom,
Interactions,
Large Classes,
Learning Activities,
Peer-Reviewed Entry,
Virtual Classroom
Description One of the tenets of Universal Design for Learning (UDL) is that of Multiple Means of Action and Expression. Far too often, faculty in higher education enact principles of UDL for the singular purpose of accessibility for learners with disabilities rather than looking at it as a framework of inclusivity for all. It is …
Continue reading “Offering Assessment Options: Motivating Learners through Multiple Means of Action & Expression”
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Accessibility,
Assessment,
inclusion,
Learner Choice,
options,
Peer-Reviewed Entry,
UDL
Description Competency-based education (CBE) is an alternative modality of learning. Instead of courses, a CBE program is comprised of competencies and rigorous assessments. Students progress through the program by successfully passing competency assessments. CBE is a valuable option for non-traditional students who have work experience. With prior knowledge of a specific competency, a student may …
Continue reading “Enhancing Competency-Based Education with Virtual Reality Simulation”
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Assessment,
Communication,
Peer-Reviewed Entry,
Simulation,
Virtual reality
Description Education in nursing has evolved from traditional classroom and clinical rotations to integration of simulated experiences. Simulated experiences that mirror clinical situations, are a pedagogical approach for enhancing knowledge, skills and self-confidence, thus positively impacting the learning process (Araújo et al., 2018). There is a growing interest to integrate virtual reality (VR) in nursing …
Continue reading “Transitioning to Online Facilitation of Immersive VR Simulations”
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Interaction,
Peer-Reviewed Entry,
Simulation,
Virtual reality
Description Case-based learning is often used in social science classes, as well as in other disciplines. This can be challenging to implement online. By dividing a class into smaller groups, and assigning a separate discussion board to each group, the groups can do their planning asynchronously and completely online, while the instructor has a complete …
Continue reading “Use Discussion Boards, Google Docs, and Pages Tool for Online, Case-based, Collaborative learning”
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Case method,
Concept,
Discussions,
Google,
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Method,
Peer-Reviewed Entry,
Process
Description Traditionally, feedback on student work is a one-way communication from instructor to student. Due to the inherent complexity of unilateral feedback, students may feel emotional and psychological impacts, a lack of power or autonomy, or demotivation. Re-engineering this process to include student-instructor dialogue in order to break down one-way flow provides space for interactive …
Continue reading “Disrupt the One-Way Street of Feedback to Encourage Reflective Practice”
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Assessment,
Feedback,
Metacognition,
Peer-Reviewed Entry,
Reflection
Description Student introductions are a high-impact practice: they build community within the course, set the stage for more substantive forms of student-student and student-instructor engagement, and can reveal unknown issues or strengths on the part of students (Dolan, Kain, Reilly, & Bansal, 2017). Building community in online classes (Nelson & Goodson, 2018) through introductions helps …
Continue reading “Create Intentional Communities through Meaningful Student Introductions”
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Assignments,
Content,
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Engagement,
Equity,
Interaction,
Introduction,
Peer-Reviewed Entry,
Quizzes,
Social Presence,
Support
FOR IMMEDIATE RELEASE: New Online Teaching Practices Added to Open Repository Orlando, Florida, US – November 18, 2019 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new entries accepted for publication from the April 2019 TOPR “Mini-Call” for Submissions. Entries were received from faculty and designers in multiple disciplines …
Continue reading “Press Release: Entries from April 2019’s “Mini-Call””
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News,
press release
Description Asynchronous online teaching is fundamentally a communications challenge. What is gained in online learning by extending access through a Web-based LMS is offset by the loss of the immediacy and semantic richness of in-person instructional communication (Daft, R. L., & Lengel, R. H., 1986; Moore, M., 1993). In online discussion forums, students, in isolation, …
Continue reading “Create Structured Discussion Prompt to Reduce Ambiguity, Reinforce Purpose, and Promote Discourse”
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Discussions,
Interaction
Modeling Spaced Repetition in Course Design