Recording lecture videos can be a powerful way to share your knowledge and establish a rapport with your students. Unfortunately, these videos can pose challenges to students with certain disabilities if specific design considerations are…
By Philip Arcuria & Maryrose Chaaban Rubrics: A Definition Rubrics have become a highly touted and ubiquitous tool in the proverbial assessment toolbox of higher education instructors. Rubrics can provide a wide range of benefits,…
Whenever student enrollment capacity dramatically increases for an instructor, there are a number of common questions and concerns: How will instructors manage increased grading load? How can instructors facilitate a discussion among 100+ students? How…
Whenever student enrollment capacity dramatically increases for an instructor, there are a number of common questions and concerns: How will the increased grading load be managed? How can instructors facilitate a discussion among 100+ students?…
By Andrew Salcido and Jessica Cole One of the most common questions an Instructional Designer is faced with is, “How can I enhance the student experience in my online course?” Often times, instructors wish to…
Written by Jessica Cole and Robert Behnke. The benefits of instructor-created video in online courses include increased student engagement and learning, increased instructor presence, and a greater student-to-instructor connection.[1-3] If you teach online but do…
This post was updated on October 10, 2019. “How do you prevent cheating in online courses?” Since 1995, when the ASU Online instructional design team first started working with faculty to develop online courses, this is…
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…
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…
…or “You can provide student feedback, but how do you know if it’s really ever read?” Instructors strive to provide effective feedback in a timely manner to help their students learn and be successful. Logistically…
In this podcast, we tell an array of course design stories alongside other ASU Online designers and faculty.
