Online courses present unique challenges for both students and faculty. Small teaching can be the answer to those problems. Small online teaching strategies are minor adjustments to class design and teaching, things that are feasible in terms of the minimum amount of time required and that create little to no grading burden.
Online enrollments are on the rise, even as overall enrollments decline. As an increasingly diverse student body flocks online to meet their educational goals, online completion rates are not yet on par with face-to-face classrooms and are more problematic for students outside of the historically traditional student demographic.
Naturally, adults and children learn in different ways. However, this truism does not necessarily translate when learners transition from secondary to postsecondary educational settings. It’s even more elusive in online learning environments as students are not immediately visible to their instructors.
Online enrollments are on the rise, even as overall enrollments decline. As an increasingly diverse student body flocks online to meet their educational goals, online completion rates are not yet on par with traditional classrooms and are more problematic for students outside of the once-traditional student demographic.
In recent years, lectures as a pedagogical approach have come under considerable fire. Critics have called lectures boring, obsolete, old-fashioned, overused, and even unfair. The criticisms, however, are often leveled at one type of lecture: the full-session, transmission-model lecture. Still, there is another type of lecture that has tried and true benefits: the interactive lecture.
This Magna Online Seminar presents a framework of expert-level teaching practices, all backed by the science of how our brains learn. Adopting three elements of a constructivist teaching approach can help to make learners more active, curious, and engaged, all while reducing your workload as an instructor.
You have the basics of teaching well in hand. Your students are successful. You feel comfortable with your content knowledge and teaching methods. So why would you change anything? This Magna Online Seminar invites you to peek behind the classroom doors and LMS screen of college and university instructors who win national teaching awards to find out what they do that is so different.
Recognizing the importance of general studies courses and the disconnect that online learners often feel the course was designed to simultaneously promote content learning; introduce students to all the professors in the department; foster excitement about the discipline; and help distance students feel more intimately connected to the academic department. An effective department-wide, collaborative course development process requires culture-building surrounding spirit of online education, policy regarding course “ownership”, issues surrounding compensation, and guidance for faculty that lack experience in online teaching and learning.