Search Results for “active learning”

Finding and/or gathering course content can be a great challenge for faculty and course designers. By taking advantage of the time to acquire media content while out in the field, this can provide a great opportunity to turn those resources into multiple types of online content for students.

Students in an online environment may have a disconnection between their classmates and teachers (Gray & DiLoreto, 2016), leading to a perception of dissimilar experiences compared to students in a face-to-face classroom.

VoiceThread, a cloud-based platform, is used to assess and provide feedback in an online asynchronous pronunciation course for adult English Language Learners (ELLs). As an interactive collaboration tool, VoiceThread allows for an online classroom where students and instructors can see and hear each other via recordings.  Using VoiceThread in this online asynchronous pronunciation class students…

Instructional Designer at the University of Central Florida

Senior Instructor at the University of Central Florida

This strategy highlights the benefits of using a Complete/Incomplete, single-criteria rubric for online discussions to increase student success and reduce instructor grading.

Adult online learners are often non-traditional learners. They juggle multiple life demands, often multi-tasking. Many are returning to school after time away. They have varying levels of digital literacy, and a vast array of life experiences. While online learners may appear to be too diverse to have common goals and learning obstacles, this assumption is…

Faculty seeking a dynamic lecture-recording method for their online, hybrid, or flipped classrooms appreciate the Lightboard strategy. A Lightboard is an educational technology tool with a glass writing surface embedded with LED lights, allowing instructors to face the camera and create engaging instructional videos. LED lights and fluorescent markers make the writing highly visible on…

Building community through food poetry is a strategy that can be applied across curriculum and for online and blended teaching.

“In the United States, almost 50% of the students who follow a degree in science, technology, engineering, or mathematics (STEM) will not complete it” (Johnsom et al., 2022). Moreover, when the World Health Organization announced about the onset of the COVID-19 pandemic, Kindergarten to 12th grade schools and institutions of higher learning worldwide responded with…