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Within the vast search for ways to enhance the online classroom learning environment and to engage students fully, researchers often turn to discussions concerning instructor-student interactions that take place daily in the online classroom. Although students interact with other students and with the content, it is the student-instructor interaction and connection that appears to support […]
Research-based best practices that employ learning theories such as Project-Based Learning (PBL) have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been tested in this unique context. K-12 online teacher-developers face many constraints during the process of instructional design and require additional supports to translate these learning theories […]
Student learning outcomes depend on the depth and quality of their engagement in learning. Since the early 2000s, the concept of engagement has gained a lot of attention from researchers. Scholars often define engagement as a complex construct that consists of behavioral, cognitive, and emotional components, and argue instructors should attend to each one of […]
This paper presents the results of a small-scale research study examining the professional practice of Virtual Learning Environment (VLE) faculty, who are encouraged to network and learn, establish on-going relationships with both their fellow faculty and those in other institutions, share knowledge, experience, resources and foster good practice for continuing professional development (CPD). It considers […]
Online education is rapidly increasing in popularity across the globe. Instructors and professors struggle to engage with and build meaningful relationships with online students in the same manner as on-ground students, and without this critical component in place, online students report a lack of interest, and thus, they produce a lower quality of work and […]
Online classes in teacher education are becoming more common in higher education in the United States as universities realize that the same outcomes can be achieved without requiring preservice and in-service teachers to enter a physical classroom. This provides savings to both the student and university and fosters broader access to higher education and teacher […]
Online distance learning (ODL) continues to expand rapidly, despite persistent concerns that student experience is poorer and retention lower than for face-to-face courses. Various factors affect ODL quality, but the impact of recommended learning activities, such as student interaction activities and those involving feedback, have proven difficult to assess because of challenges in definition and […]
Nearly all faculty in a recent survey believe they have adequate skills (or better) to get the job done when it comes to teaching with technology. And a full 77 percent said they are “absolutely confident” or “very confident” with tech use. These findings come out of Campus Technology‘s 2018 Teaching with Technology Survey, which […]
The number of college students enrolling in online programs will continue to grow in 2019, according to Eduventures.1 As a result, it’s critical for faculty members to master the unique skills required to teach and engage with students online. Learning House, a Wiley brand, partnered with the American Association of State Colleges and Universities (AASCU) […]
This article is the sixth in a nine-part “In Real Life” series based on the complex, fundamental questions that practitioners in competency-based systems grapple with “in real life.” Links to the other posts can be found at the end of this article. Competency-based education (CBE) systems meet students where they are and support them to […]