Search Results for “reflection”

“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…

By Erika E. Smith, PhD, Associate Professor and Faculty Development Consultant, Mount Royal University As we continue to reflect upon how our expanded use of technologies during the COVID-19 pandemic will have implications for online teaching and learning now and into the future, it is valuable for educators and educational technologists alike to contemplate whether…

FOR IMMEDIATE RELEASE: New Peer-Reviewed Online Teaching Practices Added to Open Repository Orlando, Florida, US – July 11, 2022 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce 8 peer-reviewed entries accepted for publication from the Spring 2022 Call for Submissions. TOPR is an open platform for online/blended faculty and instructional…

Backward Design is an instructional design strategy in which the course developer begins the process by drafting and reflecting on the intended learning outcomes of the course — beginning with the end in mind.

Students enrolled in university programs were affected significantly in their ability to remain focused on meeting program expectations while contending with pandemic-induced challenges. Faculty in a school of nursing responded by developing a four-pronged model with initiatives to support students and foster their success.

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…

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 anticipated.…

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 coined…

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 integral…

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 choose…