Edsurge

FEBRUARY 16, 2023

Since the pandemic, more instructors at schools and colleges appear to have embraced “flipped learning ,” the approach of asking students to watch lecture videos before class so that class time can be used for active learning. Finally, instructors assess the student work and give feedback. “I

Lecturing 211

Lecturing Learning Instructors Failure 211

Edsurge

OCTOBER 14, 2020

Their motivations are similar too. “In As its name suggests, Engageli aims to foster social interactions among students and instructors. The Minerva Project, which developed its own online “active learning” platform , Forum, to facilitate courses for its students spread across the world, has been selling it to others.

Instructors 152

Instructors Learning Motivation Attention 152

eSchool News

APRIL 5, 2024

Key points: Traditional classroom learning is now modernizing Debates remain about online vs. classroom learning Stay up to date on the latest in classroom learning trends Classroom learning remains a cornerstone of education, fostering a dynamic environment where students engage with peers and instructors in real-time.

Learning 130

Learning eLearning Instructors Learning Styles 130

Faculty Focus

MARCH 13, 2025

When students evaluations are viewed by instructors as a type of formative assessment to be used as a tool for instructional improvement, mid-semester feedback surveys allow instructors to immediately respond to their students needs (Chapman & Joines, 2017; Diamond, 2004). 2002; Spencer & Schmelkin, 2002).

Feedback 108

Feedback Questions Course Evaluations Evaluation 108

Faculty Focus

NOVEMBER 1, 2022

Around the semester midpoint you may be noticing that some of your students are becoming overwhelmed, may lack motivation, or feel disconnected from the class. You could also use specific mid-semester exercises to learn about student experiences in your course. Adding small activities for engagement. Sound familiar?

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

Faculty Focus

FEBRUARY 25, 2025

It serves as a contract between instructors and students (Eberly, Newton, & Wiggins, 2001), outlining the entire semesters expectations, assignments, and deadlines. Yet, many students simply arent motivated to read it. What if there were more effective ways to get students to not only read it, but to actively engage with it?

Syllabus 124

Syllabus Students Activities Instructors 124

Faculty Focus

MAY 25, 2023

The difficulties in student engagement with instructor-directed reading, both in terms of the amount of reading undertaken and the participation and benefit from in-class discussion around readings, can be a prevalent problem. Bovill et al., academic journal article or specific industry press).

Discussions 115

Discussions Reading Instructors Lecturing 115

Faculty Focus

MAY 13, 2025

Increasingly, instructors report difficulty maintaining students attention, citing ever-present distractions like smartphones, laptops, and a relentless stream of digital notifications. One underutilized but powerful strategy for fostering classroom connection and motivation begins on the very first day of class.

Syllabus 105

Syllabus Instructors Learning Confidentiality 105

Faculty Focus

JANUARY 9, 2024

” In many cases, what they’re feeling may not be necessarily bad, and providing this resource helps to improve their focus and motivation. Since mental well-being is foundational for effective learning (Seligman, 2012), it’s important to acknowledge when students aren’t doing well. Even so, stress will often get the best of us.

Course Design 128

Course Design Feedback Instructors Students 128

Faculty Focus

MARCH 13, 2025

When students evaluations are viewed by instructors as a type of formative assessment to be used as a tool for instructional improvement, mid-semester feedback surveys allow instructors to immediately respond to their students needs (Chapman & Joines, 2017; Diamond, 2004). 2002; Spencer & Schmelkin, 2002).

Feedback 96

Feedback Questions Course Evaluations Evaluation 96

Faculty Focus

AUGUST 1, 2024

Moreover, when individuals can engage in dialog around a topic, they are likelier to engage with and retain the material being discussed and take greater responsibility for their learning. In the online environment, many learning management systems have a breakout room feature (e.g., References Bolkan, S., Goodboy, A.

Motivation 109

Motivation Instructors Discussions Lecturing 109

Faculty Focus

OCTOBER 6, 2024

It is quite possible to increase the number of seats in a well-designed online class, but for online instructors to build and facilitate student centered courses based on active learning and inclusive pedagogy, there are some important considerations. 2016, Fischer et al.

Instructors 116

Instructors Course Design Students Authentic Assessment 116

Faculty Focus

MAY 13, 2025

Increasingly, instructors report difficulty maintaining students attention, citing ever-present distractions like smartphones, laptops, and a relentless stream of digital notifications. One underutilized but powerful strategy for fostering classroom connection and motivation begins on the very first day of class.

Syllabus 98

Syllabus Instructors Learning Confidentiality 98

Edsurge

MARCH 18, 2019

Learning is often a social process, taking place through dialogue, discussion and other forms of interpersonal interaction. Even when it happens individually, having a supporting community can provide learners with the motivation and opportunities for applying and connecting knowledge. Use active learning techniques.

Failure 135

Failure Instructors Discussions Culture 135

Faculty Focus

MARCH 12, 2023

I wanted to establish a sense of belonging for each student, a basic motivation that is common to all humans (Bentrim & Henning, 2022). The benefits of students feeling like they belong to a classroom community include academic motivation, success, and persistence (Freeman, Anderman, & Jensen, 2007). References Bentrim, E.M. &

Student Engagement 116

Student Engagement Activities Syllabus Instructors 116

Faculty Focus

MAY 25, 2023

The difficulties in student engagement with instructor-directed reading, both in terms of the amount of reading undertaken and the participation and benefit from in-class discussion around readings, can be a prevalent problem. Bovill et al., academic journal article or specific industry press).

Discussions 97

Discussions Reading Instructors Lecturing 97

Faculty Focus

JANUARY 9, 2024

” In many cases, what they’re feeling may not be necessarily bad, and providing this resource helps to improve their focus and motivation. Since mental well-being is foundational for effective learning (Seligman, 2012), it’s important to acknowledge when students aren’t doing well. Even so, stress will often get the best of us.

Course Design 111

Course Design Feedback Instructors Students 111

Faculty Focus

MAY 20, 2025

Subsequently, instructor facilitated classroom conversations intended to enhance understanding of course content may stagnate and falter. The frame of content engagement can look different based on course, instructor and level of student. Stalnaker, J., Hubbard, A., H., & Bailey, E. Briggs, W. Sullivan, N., & Towler, 2005).

Instructors 94

Instructors Assignments Participation Students 94

Faculty Focus

FEBRUARY 25, 2025

It serves as a contract between instructors and students (Eberly, Newton, & Wiggins, 2001), outlining the entire semesters expectations, assignments, and deadlines. Yet, many students simply arent motivated to read it. What if there were more effective ways to get students to not only read it, but to actively engage with it?

Syllabus 98

Syllabus Students Activities Instructors 98

Faculty Focus

NOVEMBER 30, 2023

To add ineffective notetaking to lower content knowledge, fewer opportunities to practice skills in writing and speaking, and, for some, a return to in-person learning after lengthy time spent in online classrooms, presents an even greater hindrance to student learning and success. This is useful content that is lost in a snapnote.

Instructors 111

Instructors Lecturing Writing Critical Thinking 111

Faculty Focus

NOVEMBER 30, 2023

To add ineffective notetaking to lower content knowledge, fewer opportunities to practice skills in writing and speaking, and, for some, a return to in-person learning after lengthy time spent in online classrooms, presents an even greater hindrance to student learning and success. This is useful content that is lost in a snapnote.

Instructors 111

Instructors Lecturing Writing Critical Thinking 111

Faculty Focus

OCTOBER 6, 2024

It is quite possible to increase the number of seats in a well-designed online class, but for online instructors to build and facilitate student centered courses based on active learning and inclusive pedagogy, there are some important considerations. 2016, Fischer et al.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

Faculty Focus

AUGUST 1, 2024

Moreover, when individuals can engage in dialog around a topic, they are likelier to engage with and retain the material being discussed and take greater responsibility for their learning. In the online environment, many learning management systems have a breakout room feature (e.g., References Bolkan, S., Goodboy, A.

Motivation 91

Motivation Instructors Discussions Lecturing 91

eSchool News

AUGUST 27, 2024

The COVID effect has impacted students’ communication, critical thinking, and motivation. As educators, giving students a safe place to fail, to learn, and practice these skills to better prepare them for college and professional environments is crucial. –Diane M. Vrobel, Ed.

Schools 337

Schools Coaching STEM Evaluation 337

Faculty Focus

NOVEMBER 1, 2022

Around the semester midpoint you may be noticing that some of your students are becoming overwhelmed, may lack motivation, or feel disconnected from the class. You could also use specific mid-semester exercises to learn about student experiences in your course. Adding small activities for engagement. Sound familiar?

Student Engagement 98

Student Engagement Lecturing Students Feedback 98

Faculty Focus

MARCH 12, 2023

I wanted to establish a sense of belonging for each student, a basic motivation that is common to all humans (Bentrim & Henning, 2022). The benefits of students feeling like they belong to a classroom community include academic motivation, success, and persistence (Freeman, Anderman, & Jensen, 2007). References Bentrim, E.M. &

Student Engagement 98

Student Engagement Activities Syllabus Instructors 98

Faculty Focus

MARCH 4, 2025

In a large classroom, instructors often face challenges in creating personal connections with students, maintaining attention, and ensuring active participation (Wang & Calvano, 2022). The diverse needs of in-person and virtual students must be balanced to ensure equitable learning experiences.

Teaching 91

Teaching Lecturing Gamification Interdisciplinary 91

Faculty Focus

MARCH 4, 2025

In a large classroom, instructors often face challenges in creating personal connections with students, maintaining attention, and ensuring active participation (Wang & Calvano, 2022). The diverse needs of in-person and virtual students must be balanced to ensure equitable learning experiences.

Teaching 87

Teaching Lecturing Gamification Interdisciplinary 87

Faculty Focus

JUNE 8, 2023

The shift to emergency remote teaching in 2020 was a challenging time for students and instructors. However, we think that it would be a mistake to abandon the accommodating policies many instructors have adopted. Part of creating engagement is fostering an inclusive, active learning community.

Student Engagement 104

Student Engagement Lecturing Students Exams 104

Faculty Focus

DECEMBER 5, 2024

Interactive and Inclusive Teaching Practices Effective online teaching requires strategies that actively engage students and accommodate diverse learning needs. These activities promote critical thinking and application of knowledge. Personalized feedback demonstrates the instructors investment in each students success.

Accessibility 105

Accessibility Disabilities Education Culture 105

Faculty Focus

DECEMBER 5, 2024

Interactive and Inclusive Teaching Practices Effective online teaching requires strategies that actively engage students and accommodate diverse learning needs. These activities promote critical thinking and application of knowledge. Personalized feedback demonstrates the instructors investment in each students success.

Accessibility 98

Accessibility Disabilities Education Culture 98

EAB

AUGUST 9, 2023

A solution: Build support communities among faculty that model inclusive, consensus-building learning environments and model teaching and learning using trauma-informed evidence-based practices. Connected faculty will build connected students who will become connected alumni and that is good for the bottom line.

STEM 52

STEM Education Active Learning Peer Review 52

Edsurge

JULY 8, 2022

The idea was fear of failure would motivate students to do whatever it takes to stay above water academically. There’s far more motivation when students perceive that they have more choice and control,” says Bahriye Goren, a visiting clinical assistant professor who teaches courses in competitive strategy and digital marketing.

Ethics 160

Ethics Lecturing Motivation Instructors 160

eSchool News

SEPTEMBER 23, 2021

Most teachers (91%) agree that the restrictions of COVID-19 forced them to engage students in more passive learning environments (large groups using one way communication), than active learning (small groups engaging in hands-on activities and two-way communication). Learn more at BYJUSFutureSchool.com.

Teachers 130

Teachers Hybrid Learning Art Learning 130

Faculty Focus

OCTOBER 9, 2022

Students met with instructors online via web conference platforms such as Webex or Zoom, working towards preset schedules, mandatory participation , and attendance according to required structures. Additionally, all of the course materials are available on the school Learning Management System (LMS) (Binnewies, 2019; Wang, 2019).

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

MARCH 11, 2025

Supporting biology courses for non-majors involves addressing the diverse needs of students with little intrinsic motivation to study the subject. By creating a learning environment tailored to various majors, addressing barriers, and demonstrating real-world applications, instructors can make the classroom “YOUnique.”

Interdisciplinary 64

Interdisciplinary Instructors Students Motivation 64

Faculty Focus

MARCH 11, 2025

Supporting biology courses for non-majors involves addressing the diverse needs of students with little intrinsic motivation to study the subject. By creating a learning environment tailored to various majors, addressing barriers, and demonstrating real-world applications, instructors can make the classroom “YOUnique.”

Interdisciplinary 62

Interdisciplinary Instructors Students Motivation 62