As we shared with you last month, there are some exciting changes coming to your Online Classroom subscription. Beginning in August, content from Online Classroom will merge with The Teaching Professor , and we’ll discontinue offering Online Classroom as a stand-alone product.
Online Classroom Current Issue: August, 2018
English Composition I at New Jersey City University (NJCU) is designed to prepare students to meet the requirements of writing for university course work. The course learning objectives focus on the achievement of basic communicative skills in reading, writing, speaking, and listening. Instead of completing a traditional essay and/or oral presentation as the signature assignment for the course, students were asked to build a website using skills honed over the course of the semester in both traditional and non-traditional assignments. The students then presented their sites to their classmates, Dr. Fisch, and Mr. Ward; they discussed their visions and goals for the sites, design choices, the difficulties they encountered, and what they enjoyed.
As instructors, we often assume that students must learn from us and no others. But feedback on performance is one of the most important factors to learning, and peer feedback can fill in the gaps in instructor feedback or preempt instructor feedback to improve student performance. There are a variety of ways that instructors can harness peer feedback in their courses.
Just as all students are different, so are all instructors. We need to ensure we are implementing instructional technology tools that fit our teaching style, availability, and technology skill level. If any instructor wishes to incorporate a new technology tool, it is vital we first assess the tool’s “goodness of fit” for both student population and course content. An instructional technology tool with a “goodness of fit” for a particular course and student group demonstrates that the tool was not selected haphazardly, regardless of its impact on the classroom. Rather, the tool was selected because it complimented the instructor’s teaching style and is a theoretically sound match for the instructional need.
It is no secret that the cost of textbooks has skyrocketed over the past years, with students spending on average around a thousand dollars a year on textbooks (Meyer, 2016). It should thus come as no surprise that the majority of students have opted out of buying a textbook at one time or another due to cost.
Faculty across disciplines have been increasingly embracing online learning, with the goal of enhancing student learning. The intention is good, but it doesn’t always produce the desired outcomes. Much of the traditional online content lacks interactivity and fails to engage students.