Description Faculty who teach asynchronously online must build-in purposeful engagement activities with their students to grow the faculty-student relationship. It is this purposeful effort towards relational humanity that allows students to see their professors as real people who care about their success and learning, rather than grading robots hidden behind a screen. Relational humanity is …
Continue reading “Foster Individualized Connections to Build Relational Humanity Between Faculty and Student”
Related Tags:
Conversations,
Humanized Strategies,
Interaction,
Peer-Reviewed Entry,
Relationships
Description Assessing knowledge for individual students online can be a challenge, let alone when in groups. Add the remote learning conditions of the COVID-19 pandemic, and the challenges increase even more to offer accessible, inclusive, and equitable learning experiences. Technologies such as Padlet allow remote learners to virtually collaborate on a single product. One such …
Continue reading “Incorporate Online Group Assessment Through Virtual Posters”
Related Tags:
Assessment,
Group Work,
Interaction,
Padlet,
Peer-Reviewed Entry,
Poster
Description High quality online courses begin with well-thought-out planning and course design. One approach to planning is based on Wiggins and McTighe’s (2005) Understanding by Design curriculum development model, Backward Design. When used to plan an online course, this model can help incorporate the most appropriate pedagogical approaches to create an engaging course that connects …
Continue reading “Using Backward Design to Move Online Courses Forward: Laying the Pedagogical Foundation for High Quality Courses”
Related Tags:
Backward Design,
course content,
Curriculum Design Model,
Instructional Design,
Peer-Reviewed Entry
Description Traditional gallery walks let students stroll through the classroom viewing their peers’ work, which is often set up on the top of their desks. At its heart, a gallery walk is an interactive, discussion technique where students move around the room, actively analyze information, and provide peers with feedback about their work (Fasse & …
Continue reading “Digitalizing Gallery Walks: A Method for Student-Centered Feedback and Engagement”
Related Tags:
Assessment,
Collaborative Learning,
Interaction,
Peer-Reviewed Entry,
Social Presence
Description The COVID-19 pandemic presented significant challenges and stressors to students with great potential to impact their educational experience (Savitsky et al., 2020; Schiff et al., 2021), retention, and completion. The effects on mental health and function were recognized globally (Baloran, 2020). These challenges became opportunities for expanding caring approaches to students and reexamining pedagogical …
Continue reading “Incorporate a Holistic Educational Model [Policies-Pedagogy-Dialogue-Caring] to Promote Student Success and Retention”
Related Tags:
COVID-19,
Instructional Model,
Interaction,
Peer-Reviewed Entry,
Resilience,
Retention
Description When teaching remotely during synchronous online learning sessions, finding ways to engage the students as they enter the virtual meeting room is important to capture the students’ attention. Providing a hook also known as an anticipatory set is a one way to set the focus for the lesson to prompt student reflection and discussion. …
Continue reading ““Hook” the Students to Prompt Reflection and Discussion in Synchronous Sessions”
Related Tags:
Discussions,
Interaction,
Jamboard,
Peer-Reviewed Entry,
Reflection,
Synchronous,
Zoom
Description Conrad and Donaldson note that the shift from the instructor as provider of knowledge to the “the instructor as facilitator of active student learning” began well before the introduction of online learning, with the work of John Dewey, who emphasized “diverse and meaningful peer collaboration” in learning environments. One of the ways to foster …
Continue reading “Maintain a Collaborative List of Key Course Terms on Google Docs”
Related Tags:
Collaborative Learning,
Google,
Interaction,
Learning Activities,
Peer-Reviewed Entry,
Social Presence
Description Learners in synchronous course meetings benefit from accessing course materials for task-related use during a live session with ease (Falloon, 2011; Park & Bonk, 2007). Class Meeting Launchpads offer students a predictable structure and platform from which to access content and applications. For some platforms, such as Google Docs, they also offer additional options …
Continue reading “Organizing Class Meeting Launchpads for Student Access”
Related Tags:
course content,
course preparation,
materials access,
Peer-Reviewed Entry,
student preparation,
synchronous meeting organization
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”
Related Tags:
Instructional Model,
Interaction,
Peer-Reviewed Entry,
Process,
STEM
Description Learners in synchronous course meetings benefit from the opportunity to engage in rich, performance-based tasks that allow opportunities to collaborate with their colleagues and apply/refine their understanding of course content (Garrison, Anderson, & Archer, 2000; McBain et al., 2016). Benefits for Students: Collaborative performance-based tasks during synchronous online learning allow for educational experiences that …
Continue reading “Facilitate Collaborative Performance-Based Tasks in a Synchronous Course Meeting”
Related Tags:
Authentic Collaboration,
Collaboration,
Group Work,
Interaction,
Peer-Reviewed Entry,
Problem-Based Tasks,
Synchronous
Foster Individualized Connections to Build Relational Humanity Between Faculty and Student