In these Pearson produced videos, instructors Meredith Carpenter, Steve Lurenz, and Tom Stoudt discuss how they flip, create community, and change lives in their respective classrooms. Specifically, they mention:
- the fail-safe learning environment of the flipped classroom. In a flipped classroom, the students can’t “do something wrong” as the instructor is there as a guide to redirect.
- that online learning success is when the students come together as an online learning community with common goals.
- the flexibility that the online environment affords the student the opportunity to review material repeatedly until either the student understands the concept or can compose an intelligent question.
View more: The Voices of Online Learning
“Wait, are we already that far into the semester? There is so much left to do in so little time!“
If this is a constant thought on your mind, or an all-familiar expression in recent conversations with other faculty and instructors, we might be nearing an crucial waypoint in the semester (e.g., midterm, holidays). Although it is tempting to be overwhelmed by the approaching deadlines and all the content that needs to be covered, this time also offers an opportunity to address other important elements of teaching and to check in with your students (Chickering & Gamson, 1987).
About 40 staff members at Arizona State University have the words Instructional Design or Instructional Designer in their job title. Even though there are a lot of them about (and some have been at ASU for quite a long time), for many of us, the full range of what Instructional Designers do may be unknown. We asked a large group of ASU Instructional Designers and Technologists to tell us about the work they do and here is what we discovered.
Embedding video in a course can be a messy process. There are a lot of steps and if you use videos from multiple platforms, there is little consistency in size and format. This can quickly make a course media page look like it was put together by Dr. Frankenstein. Read More
In this video, Dr. Heather Farmakis and Dr. Melissa Kaulbach discuss proven effective strategies for retaining students in online programs. Read More
Although many instructors integrate group-based or team-based learning activities into their teaching (see TeachOnline post on The Value of Group Work), getting students to actually provide meaningful peer-to-peer feedback can be challenging. Too often, cultural norms or fears of potential social backlash make students veer away from critiquing each other in a group setting or an online discussion forum. As a result, peers often do not know how to provide meaningful feedback and tend to fall back on statements, such as “I agree with what s/he said!” or the infamous Facebook-popularized, “I like it!”
Instructor Steve Beatty talks about adding game-like study clues to his International Film Studies course with LearningStudio’s PathBuilder feature.
Online learning can be a solitary experience. Students can feel somewhat disconnected when they take an online course and many instructors find it challenging to establish an instructional relationship with their students. Creating an engaging introduction video can solve these concerns.
Full disclosure: my daughter is an ASU Online freshman – she has 25 credits under her belt as of now. She has taken required courses and electives and thus far she is loving the convenience of getting her bachelor’s degree online through ASU while attending a two year professional acting studio in New York full-time. Her dream is to act on Broadway; my requirement is that she earn a four year degree at the same time.
As a seasoned online student, I thought it would be useful to pass on some of her ideas about what makes a great online course.