9 Proven Ways for Instructors to Address Online Student Retention

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. Continue reading

The CATs in a Hat: Fostering Higher Order Thinking

This is the third article in our series on Classroom Assessment Techniques (CATs) which can be used to gauge lesson effectiveness and student comprehension. To review, CATs were developed by Angelo and Cross (1983) to efficiently check whether students understand a certain concept. For more examples of these formative assessments, please see our previous posts:

In this article, we will present three CATs focusing on developing Higher Order Thinking Skills (see Collins, 2014) and that can also be used face-to-face, hybrid, or online teaching. Continue reading

Gauging Student Understanding: CATs are puuuuur-fect

Do you find yourself wondering whether your online students are really learning? Whether they are really getting it? During face-to-face classes, an instructor often can use visual cues, such as a puzzled look or a nodding head from a student, to gauge whether students are understanding a certain concept. If they don’t, an instructor has the flexibility to easily explain the concept again or even change the lesson’s activities to ensure that students get it. But what if you are teaching online and can’t always see these visual clues?

Continue reading

Setting the Stage for Meaningful Peer-to-Peer Feedback

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!”

Continue reading

Videos in the Classroom: Is That Really Active Learning?

This is the second article in a series on Active Learning. Click here to read an earlier TeachOnline blog post on how active learning promotes student success.

Videos are considered an especially effective way to present information while also addressing multiple learning styles. However, today’s students are often viewed as passive consumers of content. It is reported that a typical high school or college-age student spends, on the average, about five hours a day watching television, movies, and other online content. (Nielsen, 2013) To address this trend and encourage increased student engagement, instructors have begun to incorporate active learning strategies into face-to-face classroom and online instruction.

Continue reading

Questions to Consider As You Prepare to Teach Your First Hybrid Course

A hybrid course is much more than just an online course with a face-to-face class session thrown in for good measure. It involves asking, “What is the best way for students to interact with course content, construct knowledge, engage in critical thinking and problem solving?” Purposeful decisions are made by the instructor as to what activities are best included in face-to-face class sessions, and which activities would work well in a virtual environment. The term hybrid, or blended course, signifies a new way of thinking about how to harness the power of technology to promote learning and identify the best strategies to help students master important course concepts. However, it is about more than just teaching an existing course in a new format.

Continue reading