Effective norms will have a core of expectations the professor provides and additional norms the students include. Make sure to distribute and apply these expectations.
Amy Chesser and Wendy Dusenbury from College of Health Professions and the Online Faculty Fellows program talk with Carolyn about the importance of centralizing student questions in an online class.
Continuing our look at accessibility challenges, we look at inaccessible external websites, strict time constraints on exams, unclear or non-descriptive course content, and course content without proper headings and styles for navigation.
If I asked you to list the most important things any class could have, what might you say? Personally, I imagine Socrates asking questions and guiding students along to a pre-determined and yet (somehow) fresh and transformative conclusion.
I don’t want to get caught up in a blame game or anything, but lately I’ve been wondering about the concept of “fault,” as in “well, they can’t blame us; it’s not our fault!”
Are your online students civil? What does it mean to be civil in an online course?
Dr. Vinod Namboodiri and Carolyn discuss the pros and cons of three class delivery methods: online, hybrid, and face-to-face. Find out what Dr. Namboodiri would choose if he had to pick just one of those for his own teaching!
Picture the scene; Athens, Greece, 4th Century BCE. The Department Head approaches Socrates, the most experienced and highly awarded teacher on the faculty, to tell him that he is to teach an online course in the coming semester:
This past week, I had the opportunity to both attend and present at Johnson County Community College’s second annual Cavalier Conference on Writing and Literature. (Try to say that, like, even one time fast!)