While higher education has grown especially in regards to distance learning and online education there is a growing concern on ways to not only establish an online environment but also a curriculum that aids in student retention. Both of these issues can present concerns for Universities and educators.
Dr. Carolyn Speer Schmidt leads Dr. Porcaro and Dr. Perry on a deep dive discussion into what it means to have “parity” between online and face-to-face classes. Along the way, they discuss student engagement, quality classes, and a few other topics. This week’s podcast is a great roundtable discussion on some of the most important issues in online education.
Want to increase extrinsic motivation in a way that doesn’t necessarily give points for every student action? Take a look at the Achievements tool.
As children we develop language skills by “learning” our alphabet. But how did we actually learn it? It’s an interesting concept when we really think about it. Many may say that they started by learning the letter a, then b, then c, and so on. But how did you learn your letters?
If you’ve ever taken a course with Quality Matters (QM)—the leading quality assurance program for online courses—you’ll know how much “alignment” is stressed when designing and delivering an online course. For QM, alignment establishes the foundation upon which the rest of an online or hybrid course is based.
Audiences are egocentric, according to Stephen Lucas, author of The Art of Public Speaking used in the Comm 111 classes here at WSU. When people listen to speeches, they want to know what’s in it for them. Our students are our audiences, so it should be no surprise if they enroll in our courses asking themselves, “What’s in it for me?”
One of the perennial challenges that faculty face whether teaching online or face-to-face is providing timely and meaningful feedback to students on their assignments and exams.
This week, Carolyn talks with Dr. Mark Porcaro, the Executive Director of Online Learning at Wichita State, about issues related to parity.
How much do you hate assessment? Does the Bloom’s Taxonomy Wheel fill you with despair? What are your outcomes? Are they measurable?