Search Results for “active learning”

Description While students may express a desire for more student-centered collaboration in the discussions, they may not fully understand the responsibility required to achieve it (Kanuka et al., 2007). Along with a thoughtful discussion prompt, facilitation during the discussion is often necessary to support students to engage in critical discourse (DeSmet et al., 2008; Maurino…

Description Role playing in the context of educational simulations has been cited as a particularly engaging strategy for online courses (Ausburn, 2004; Bender, 2005; Cornelius, Gordon, & Ackland, 2011; Lytle, Lytle, & Brophy, 2006; Serby, 2011). Such role playing when conducted for an extended time period (e.g., for the duration of an academic term) in…

Description Discussion prompts are the written “springboard” from which online discussions are launched and are essential to encourage shared understanding (Du, Zhang, Olinzock, & Adams, 2008). Discussion prompts can vary from pithy (e.g., “Discuss [Topic X]”) to verbose (e.g., an entire printed page of instructions). However, the best standard for gauging the effectiveness of a…

Description While students may express a desire for more student-centered collaboration in the discussions, they may not fully understand the responsibility required to achieve it (Kanuka et al., 2007). Along with a thoughtful discussion prompt, facilitation during the discussion is often necessary to support students to engage in critical discourse (DeSmet et al., 2008; Maurino…

In an online course, a frequent criticism is that the PowerPoint presentations are poorly designed and critical supporting information is often missing (with no presenter to fill in the blanks!). On the other hand, instructional simulations combine multimedia elements (i.e. sound, images, video, etc) to represent (simulate) particular aspects of an actual situation (Hays, 2006).…

New Online Teaching Strategies Now Available in Open Repository Orlando, FL – October 2024 – The Teaching Online Pedagogical Repository (TOPR) has just expanded! Fourteen new peer-reviewed online teaching practices have been added, offering fresh ideas and strategies for educators and instructional designers. These entries, selected from the Spring 2024 Call for Submissions, showcase creative…

This strategy demonstrates the student learning experience value-add by replacing some of the traditional assignments with online asynchronous discussion boards in the face-to-face classroom.

This strategy is designed to enhance students’ awareness of multiple intersecting identities that they have. It can be used for fostering inclusion and promote diversity in a classroom. It encourages students to accept others and work with others with respect.

This entry demonstrates application of the Universal Design for Learning (UDL) Framework combined with Transparent Assignment Design (TAD) to develop more inclusive assessments. The artifact is an asynchronous online sociology class on gender and sexuality. An assessment that was previously a written paper was revised using UDL and TAD to provide flexible demonstration of learning through a multimedia asynchronous discussion using VoiceThread.

Instructor Self-Assessment Journal (ISAJ) aims to create a positive learning environment that is necessary for student success. Our proposed Instructor Self-Assessment Journal aims to boost Positive Student Perceptions.