November 5-9, 2018 is National Distance Learning Week (NDLW). In association with NDLW, the United States Distance Learning Association (USDLA) is offering free webinars on a variety of topics related to online teaching and learning. A few other organizations are offering free webinars during NDLW as well.
For more information on the activities and to register for the webinars visit NDLW 2018.
Taking an online course can be an isolating experience for students, but it doesn’t have to be. Humanized learning increases the relevance of the course content and improves students' motivation to log-in to the course week-after-week.
Are you looking for ways to humanize your online course? Check out this Humanizing Tool Buffet developed by Teaching and Learning Innovations at CSU Channel Islands. In the buffet, you will find a collection of emerging tools just right for humanizing your online course. Peruse the buffet, click on the links, and sample what looks intriguing and helpful to you!
November 6-10, 2017 is National Distance Learning Week (NDLW). In association with NDLW, the United States Distance Learning Association (USDLA) is offering free webinars on a variety of topics related to online teaching and learning. A few other organizations are offering free webinars during NDLW as well.
For more information on the activities and to register for the webinars visit NDLW 2017.
Many students enroll in online courses because they can take online classes at times that are convenient for them and from the comfort of their home. Some students mistakenly think that taking an online class is easier than taking its face-to-face counterpart and they underestimate the amount of time they must invest in taking the online class. When in fact, taking an online class requires students to be self-directed learners.
It is important for the instructor to set the tone for the online course to help students succeed. In a Faculty Focus article, Amy Hankins provided five suggestions to help students succeed in an online course. Those suggestions are,
Provide detailed instructions and anticipate questions – Don’t assume students will be able to read between the lines.
Post Announcements – Show students you are present in the course by providing reminders, clarifications, and overviews to help engage and motive students.
Provide examples and rubrics – This will help to minimize questions and confusion.
Utilize differentiated instructions – Provide students multiple opportunities and formats for learning, including videos, audio lectures, and project choices that help engage and encourage learning for all students and preferences.
Encourage peer support and engagement – Allow students to get to know one another by using an introductory assignment and encourage students to connect throughout the course.
November 7-11, 2016 is National Distance Learning Week (NDLW). In association with NDLW, the United States Distance Learning Association (USDLA) is offering free webinars on a variety of topics related to online teaching and learning. A few other organizations are offering free webinars during NDLW as well.
For more information on the activities and to register for the webinars visit NDLW 2016.
Research on self-directed learning has shown that people who take the initiative in learning, learn more things and learn better than people who sit at the feet of teachers passively waiting to be taught.
Self-directed learning is especially important for student success in online classes.
Educators have an important role to play in assisting students to acquire the skills for self-directed learning. So how can educators help students develop their ability to direct their own learning, while ensuring that they develop the skills and integrate the knowledge they need to be successful?
In a YardStick blog post, Dr. Tai Munro provided a few suggestions that educators can do to help students to become self-directed learners. Those suggestions are:
Many students enroll in online classes because of the convenience and flexibility. Some students mistakenly believe taking an online course is going to be easier than a face-to-face class. It is important that students understand online courses require greater responsibility/ownership for their own learning.
In a recent Faculty Focus article, Poonam Kumar, EdD and Marilyn Skrocki, listed a few simple strategies and techniques instructors can do at the course level to support students’ success in online classes. Those strategies and techniques are:
Engaging students in eLearning can be more challenging than in a face-to-face class. Follow the 5 do's presented in the Engaging Students in eLearning Infographic to create an engaging online course for your students.
5 Tips To Engage Your Students in eLearning
Stay Relevant - All content, heading, and subheading should be relevant to the course.
Stay Organized - Keep the screen neat and clutter-free. You never want to distract the student from your content.
Keep it Interesting - Both your content and your design should be interesting to the student.
Remain Up-To-Date - Update your course often to ensure your content is always accurate.
Add Interactions - Only add interactions that are necessary, such as links, videos, or file downloads.
Robert Crow, Ph. D., is an assistant professor of educational research. Before joining the faculty in the College of Education and Allied Professions, Dr. Crow served as Coordinator of Instructional Development & Assessment for WCU's Coulter Faculty Commons, working primarily in faculty professional development. Dr. Crow's expertise in assessment and evaluation has led to collaborations with other 4-year institutions, community colleges, PK-12 schools, and institutional accreditation agencies such as SACS-COC. Dr. Crow's research interests include assessment and evaluation of student learning and of learning environments.
In a recent eLearning Industry article, Dr. Amy Thornton, Director of the Center of Online Learning at Columbus State University, listed multiple strategies to engage students online. Dr. Thornton wrote that it is important to allow students to engage with content in different ways to ensure learning transfer. The engagement strategies suggested by Dr. Thornton are:
Keep it interactive
Interaction keeps students at their computer and engaged in the content. Not being able to see your students means that you have to keep them on their toes throughout the session. A few ways you can do this are:
Feedback - invite students to share their comments about the content.
Polling - asking polling questions can initiate discussion.
Brainstorming - invite students to assist with brainstorming on how a particular topic can be applied or used in the “real world.”
Scavenger Hunt - send students on a virtual scavenger hunt to find something and come back with their findings to share with the class.
Graphics - use graphics to create visuals. Students could be allowed to use electronic whiteboard tools to mark up the graphics or identify parts of an image.
Variety is the spice of life. Providing different types of learning experiences can help engage different types of learners. This can also keep your students on their toes because they don’t know what is going to happen next. A few ways to accomplish this are:
Multimedia - use video and/or music clips to add something for your visual and auditory learners.
Polling - give students a chance to think about the content that was covered and apply it.
Electronic Whiteboard - get students involved by asking them to write on the electronic whiteboard.
Allowing your students to work in smaller groups can give them more opportunity to interact with each other and be part of the discussion. Managing this in an online environment can be challenging, but with some planning can add a lot of value to your session. Here are a few ways to approach group work:
Discussion - assign a topic and have the groups discuss and report back to the class.
Brainstorming - allow the class to break into groups to brainstorm ideas.
Project - allow time for groups to work on a group project together.
Case Studies - allow your students to practice their problem-solving skills.
Role-play - similar to case study; give students a scenario they must work through where each group member must take on a role.
Use authentic materials - use real materials that give students an inside look, for example, online museum exhibits, scientific simulations, and scanned manuscripts.
Give students a task
Giving students some of the responsibility in facilitating synchronous class sessions will keep them engaged and help them create their own learning experience. A few ways to do this are:
Give students the opportunity to facilitate an activity.