Search
There are 15 results.
Tag
Tag
All (57)
Active Learning (1)
Activities (1)
Alt Text (2)
Analytics (2)
Assessments (2)
Asynchrony (1)
Authentic Activities (2)
Belonging (2)
Canvas (5)
Case Studies (2)
Collaboration (2)
Color Contrast (2)
Communication (3)
Community (2)
Content Creation (4)
Course Maintenance (4)
Course Materials (5)
Course Preparation (2)
Discussions (2)
Diversity (3)
Equity (2)
Feedback (4)
Formative Assessments (4)
Game-Based Learning (1)
Grading (3)
Group Work (2)
Hyperlinks (1)
Images (1)
Inclusion (4)
Learning Objectives (1)
Multimodality (2)
Peer Review (1)
PowerPoint (1)
Presentations (1)
Representation (1)
Revising (2)
Rubrics (4)
Scaffolding (1)
Screen Readers (1)
Summative Assessments (1)
Synchrony (2)
Third-Party Tools (2)
Universal Design for Learning (UDL) (1)
Video (1)
Visual Accessibility (2)
Workload (1)
Written Assignments (1)
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).
Zoom Into Online Learning
Faculty often express concern over how to maintain personal relationships with their students in an online course space; incorporating optional synchronous elements to an online course can help “put a face” to a name. Zoom, the video conferencing tool that allows you to create synchronous experiences for their students, has become ubiquitous in educational and businesses in the past two years.
Academic Integrity in Assessment
To foster academic integrity, pair anti-plagiarism tools with clear conduct expectations and authentic low-stakes assessments. When designing and teaching online courses, maintaining academic integrity is frequently top of mind. In many cases, faculty may opt to adopt third-party tools to monitor student work. Despite the prevalence of academic monitoring software in online courses, however, the most powerful tools for promoting academic integrity are introduced much earlier in the course build process.
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).
Inclusive Communication Practices
In asynchronous, hybrid, and multimodal learning environments, strong communication practices greatly aid student engagement and satisfaction (Martin & Bolliger, 2018). Faculty may develop an exceptional course in terms of goals, content, and design, but without proper communication and feedback, the course experience will be significantly diminished.
Representation Matters: Guest Speakers to Support DEIB
Guest speakers can support diversity, equity, inclusion, and belonging (DEIB) initiatives while promoting students’ academic and professional growth across disciplines. When designing courses, identify ways to integrate speakers into the curriculum, tap established networks, and ensure that any readings and assignments align with these efforts.
Five Ways to Combat Linguistic Bias in the Classroom
Developments such as the evolution of World Englishes (WE) and African American scholars’ use of African American Vernacular English (AAVE) have opened an important dialogue around academic writing standards, language ownership, and linguistic justice (Canagarajah, 2006; Young, 2010). Authors like Gloria Anzaldua who mix, for example, Native Indian, Spanish, and English in texts, are engaging in the literary tradition of code meshing, which has been shown to facilitate acquisition of English when used by multicultural students in the classroom, according to research (Canagarajah, 2006). By adopting inclusive practices, course designers can combat linguistic bias and promote writing achievement for all learners. This blog contains five recommendations for reducing linguistic bias in online education.