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Game-Based Learning Experiences
Game-based learning (GBL) is a learning experience, or set of learning experiences, delivered through gameplay or game-like activities with defined learning outcomes. GBL is often confused with gamification, which is the application of game elements to a non-gaming experience. GBL engages students cognitively, emotionally, behaviorally, and socioculturally (Plass et al., 2015). Many factors should be considered when designing GBL, including narrative, player positioning, and interactive design (Dickey, 2005).
Written Assignment Best Practices Guide
Formal writing requires sustained focus on content and close attention to detail. For these reasons, written assignments can be an effective assessment tool in graduate courses when they are thoughtfully and purposefully designed. This guide provides recommendations for faculty who are looking to harness the pedagogical benefits of written assignments.
Presentation Best Practices Guide
Many online courses focus on written communication skills, featuring discussion posts, papers, and case study reports among other assignments. However, oral communication and presentation skills are just as integral to students’ success, and, indeed, many employers list presenting as one of the most desirable skills for job candidates (Suhadi et al., 2021).
Improving PowerPoints
Sharing information via PowerPoint presentations is a long-established strategy in higher education. Designing PowerPoint presentations for online courses can pose unique challenges; however, best practices can help overcome these hurdles. With time and attention, faculty and instructional designers can create engaging and purposeful presentations with lasting value.
Using Hotspots
A unique way to share information, images with hotspots offer online learners the opportunity to interact with course content. Learners can click or hover on particular parts of an image and receive pop-ups giving them more information. Hotspots represent information in a particular context; thus, they fulfill the multimedia principle—use words and graphics rather than words alone—and the contiguity principle—align words to corresponding graphics (Clark & Mayer, 2016).
Inclusive Language
Use inclusive language across course content and communications to reach every learner. “Inclusive education must be cultivated deliberately if we want to advance in its implementation” (Márquez & Melero-Aguilar, 2022, p. 842). Inclusion entails creating an environment of open participation for all individuals. Inclusive course design works to ensure that all students feel heard, valued, and validated. The thoughtful use of language can establish an environment of inclusion in online learning.
Peer Review Best Practices Guide
Peer review is an active learning technique in which students evaluate peer assignment submissions and provide each other feedback. There are several benefits to using peer review in a course, including increased attention to detail and quality and engagement in constructive critique (Chong, Goff & Dej, 2012). Peer review may also help students develop effective problem-solving strategies (Wagner & Rutherford, 2019). Peer reviews can impart cognitive benefits for both students who conduct reviews and students who receive peer feedback (Knight & Steinbach, 2011). When implemented effectively, the peer review process equips students with valuable feedback and promotes classroom community.
Navigating Late Policies Online
Late submissions can raise thorny questions for online instructors. While studies show that students who submit assessments before the due date receive higher than average grades, as many as 70% of college students identify as procrastinators (You, 2015, p. 64). Despite instructor attempts to create a manageable workload and motivate students to submit assignments on time, it is inevitable that procrastination, combined with the competing obligations of online students, will result in occasional late submissions. When preparing for an upcoming term, then, it is a good idea to share a late policy that clearly communicates your expectations for student submissions (Santelli et al., 2020, p. 38).