Active learning involves engaging students directly in the learning process through various activities or learning opportunities, which increases student learning outcomes. This technique applies to online classes as well. As with F2F classes, use active learning techniques strategically, as a method for both engagement and assessment. Active learning opportunities will allow you to break up the lecture while still checking for student learning.
The assessments you choose and the grade percentage you assign them will indicate to your students what you want them to learn, so make sure your assessments are sending the right message. Assessments should connect to your course learning outcomes – the action verb you use will indicate what type of assessment you apply.
Any resource or discussion about how to grade online coursework by necessity provides more than just tips on grading, it requires instructors to address issues regarding test proctoring and evaluation of the usefulness and validity of online assessment types.
Instructor-created video content is an effective way to present online course content. Recorded mini-lectures, including videos and narrated PowerPoints are a way for you to explain key ideas and concepts, as well as elaborate on assigned readings.
Are you teaching a 100% synchronous course? Here are some best practices for teaching synchronous courses.
Are you looking to record your lectures using a pen and paper to create class notes? This “how-to” document shows you how to build and use a simple home lecture recording studio.
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Chickering and Gamson (1987) have recommended seven different practices in undergraduate education to improve both teaching and learning. These key principles are based on 50 years of educational research and were compiled in a study supported by the American Association of Higher Education, the Education Commission of States, and The Johnson Foundation.
This document provides a list of best practices for you to include in your syllabus. Items marked with * are required and must be included in your syllabus.
Each classroom may include students who struggle to learn for any number of reasons, including learning disabilities, English language barriers, lack of interest, or sensory and physical disabilities. Universal Design for Learning (UDL) approaches learning from the aspect of addressing barriers keeping students from becoming expert learners.