Provide Non-Linguisitic Representations to Foster Reflection

Description Nonlinguistic strategies require students to create a representation of new information that does not rely on language. Marzano, Pickering, and Pollock (2001) define non-linguistic representations as the use of visual, kinesthetic, and whole body systems to acquire and store knowledge. Mental images and physical sensation combined with linguistic modes allow students to better reflect. …

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Require online exit tickets for active engagement

Description Changing the culture of the online university classroom from one of passivity to active engagement requires purposeful planning by the university professor (Kuh, 2005). Related to the so-called “minute paper,” exit slips offer easy, quick, and informative assessments that help encourage student connections to content, self-reflection, and a purpose for future learning (Marzano, 2012; …

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Use Digital Posters for Online Community Introductions

Description A sense of community within a course can increase student engagement, persistence, and performance (Rovai, 2002; Vesely, Bloom, & Sherlock, 2007). In asynchronous teaching, creating community can be challenging. Instructors can facilitate a sense of community by providing ways for students to introduce themselves to each other (Woods & Ebersole, 2003). Glogs (graphic blogs) …

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Use Images with the considerations of accessibility and copyright to illustrate online course content

Description Photographs and other images can convey concepts effectively and provide visual interest in course materials. However, there are copyright, intellectual property, and accessibility issues to consider in order to use images appropriately. For instance, “copyright law [is] a potential liability for both the faculty member and the institution” (Diaz, Mitrano, Chrisoph, 2009, p. 9). …

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