Description Student introductions are a high-impact practice: they build community within the course, set the stage for more substantive forms of student-student and student-instructor engagement, and can reveal unknown issues or strengths on the part of students (Dolan, Kain, Reilly, & Bansal, 2017). Building community in online classes (Nelson & Goodson, 2018) through introductions helps …
Continue reading “Create Intentional Communities through Meaningful Student Introductions”
Related Tags:
Assignments,
Content,
Discussions,
Engagement,
Equity,
Interaction,
Introduction,
Peer-Reviewed Entry,
Quizzes,
Social Presence,
Support
Description Online learning can cause students to miss the peer-to-peer connectiveness of the face-to-face classroom and feel isolated in their studies, which can lead to lower motivation, achievement, and retention in online classes (Angelino, Williams, & Natvig, 2007; Kanuka & Jugdev, 2006). To remedy students’ feelings of isolation, discussion forums are commonly utilized by instructors …
Continue reading “Implement Student Video Introductions to Foster Social Presence”
Related Tags:
Discussions,
Expectations,
Interaction,
Introduction,
LMS,
Peer-Reviewed Entry,
Rubric,
Video
Description Learning management systems provide different ways to deliver content. Linking presentations, uploading documents, and embedding articles make course materials easily accessible to all students. Embedding or linking videos in an LMS can also be effective content delivery methods, however, whether or not the videos are engaging or even watched is often an issue. According …
Continue reading “Deliver Content Using Short, Focused, Instructional Videos”
Related Tags:
Conceptual Knowledge,
Content,
Lecture,
LMS,
Multimedia,
Peer-Reviewed Entry,
Video
Description Approximately about half of students entering Science, Technology, Engineering, and Mathematics (STEM) change majors or leave college without completing a degree or certificate (Chen & Soldner, 2013). Researchers found that one of the main contributors for students to switch to non-STEM majors is the type of math courses taken in the first year (Chen …
Continue reading “Adopt Adaptive Courseware in First Year Online Math Course to Support STEM Retention”
Related Tags:
Adaptive Learning,
ALEKS,
Algebra,
Content,
Peer-Reviewed Entry,
STEM
Description A welcome message to students before the course begins is an important step in establishing your online persona (Bellafiore, 2007; Gibson & Blackwell, 2005; Mensch & Ali, 2007; Phillips, 2011). The message should include vital information for the course and not be your entire syllabus. The purpose of this communication is to welcome the …
Continue reading “Send a Welcome Message”
Related Tags:
Communication,
Course Orientation,
Instructor Presence,
Interaction,
Peer-Reviewed Entry,
Social Presence
Description While faculty might hope that students can “just discuss” a topic online with little or no support, Beckett, Amaro‐Jiménez, and Beckett (2010) found that “even doctoral students may need explicit grading instructions, and therefore provide rubrics and sample responses while not stifling creativity” (p. 331). Rubrics provide clear expectations for students regarding how an …
Continue reading “Create Discussion Rubrics”
Related Tags:
Assessment,
Discussions,
Peer-Reviewed Entry,
Rubric
Create Intentional Communities through Meaningful Student Introductions