With accessibility to online education increasing, the retention of online students has become a concern of academic leaders in higher education (Allen & Seaman, 2015). As a result, many universities have launched initiatives to improve course completion, program completion, and student support services (Johnson, Adams Becker, Estrada, & Freeman, 2015). Although many causes for students withdrawing from an online course are beyond the realm of instructor control, retention and attrition can be reduced through various means. [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!”
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.
In the second installment of our Flipped Classroom series, we turn our attention to a technology that can help you bring student interaction into the lecture hall: BYOD student response systems.
What is an e-Portfolio?
According to the e-Portfolio project at Regis University, “A portfolio is a collection of work developed across varied contexts over time. The portfolio can advance learning by providing students and/or faculty with a way to organize, archive and display pieces of work”.