Edsurge

NOVEMBER 21, 2018

What do you think is important for an instructor to do when using classroom response systems (polling software or clickers)? Studies have suggested that these tools, which allow students to respond in real time to questions provided by an instructor, can improve student learning. Select all that apply. What’s the consequence?

Instructors 142

Instructors Multiple Choice Questions Course Design Discussions 142

Edsurge

NOVEMBER 20, 2018

She recalled one instructor who told her that 11 students in her class of 35 turned in the exact same assignment using materials from Course Hero, a website where students can share and access course study materials. Faculty can also give students practice exams so they can see how they’re doing, Millet suggested.

Academic Integrity 148

Academic Integrity Exams Assignments Instructors 148

Edsurge

JANUARY 4, 2019

There’s a lot that goes into innovation efforts on campus—think curriculum design, technology training for instructors, and bureaucracy. But too often, a critical element is left out of the process: student voice. Outcomes, Testing and Grading Which methods of assessment best measure learning and ability?

Fairness 165

Fairness Education Students Disabilities 165

Edsurge

APRIL 30, 2020

So we were able to extend our Respondus Monitor license, which monitors the students during an exam. They may not have access to technology or even a webcam, for that matter, to do synchronous sessions or to be monitored during exams. We're already in a stressful situation.

Accessibility 218

Accessibility Disabilities Universal Design Syllabus 218

Edsurge

JANUARY 13, 2017

Yet, while technology exists in the world of higher education, it’s not clear that technology is actually making courses smarter. And in our rush to move courses online, we’re all too often putting innovation ahead of pedagogy. A few trees were saved, but courses weren’t any smarter. Designed Adaptivity.

Multiple Choice Questions 130

Multiple Choice Questions Instructors Textbooks Feedback 130

Faculty Focus

JULY 4, 2023

Classic online course standards emphasize the value of three types of interactions: student-instructor interaction, student-content interaction, and student-student interaction. Of course, student contempt for a pedagogical tool shouldn’t ground its dismissal. link] Kurucay, M. , & Inan, F.

Exams 116

Exams Students Instructors Evaluation 116

Faculty Focus

SEPTEMBER 19, 2023

In order to provide useful information to instructors and students about student achievement, it must be understood that student assessment is more than just a grade because it should link student performance to specific learning objectives. This is why a well-designed course will have a balance of formative and summative assessments.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

JANUARY 21, 2024

Establish and maintain an inclusive community: During the first days of class, it is important to initiate an anonymous survey and a follow-up discussion about what makes students feel valued, seen, respected, included, challenged, and supported by the instructor and their peers. This type of intellectual rigor is desirable in course design.

Syllabus 132

Syllabus Exams Students Motivation 132

Edsurge

APRIL 26, 2018

Do exams still serve a purpose? Where there’s an alternative there must be a standard, so we started our chat creating a list of what those standard assignment are: exams, quizzes, essays, reports, lab manuals and the like. But why, then, do so many courses still rely on exams? In other words, exams do serve a purpose.

Assignments 97

Assignments Exams Instructors Learning 97

Faculty Focus

APRIL 16, 2024

To assess the impact of the pre-course, consider collecting student performance and perception data. In our large animal anatomy course, positive statistically significant correlations were found between pre-course interaction and certain exam scores (Hansen, Basel, & Malreddy, under review).

Exams 115

Exams Quizzes Students Course Design 115

Faculty Focus

SEPTEMBER 19, 2023

In order to provide useful information to instructors and students about student achievement, it must be understood that student assessment is more than just a grade because it should link student performance to specific learning objectives. This is why a well-designed course will have a balance of formative and summative assessments.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

APRIL 18, 2023

All sections of bi-modal courses receive a copy over of the asynchronous LMS master course. The faculty team could be consulted as to what materials should be placed in the master course. Every educator has the same course design and materials. 7 things you should know about the hyflex course model.

Exams 111

Exams Course Design Assignments Learning 111

Faculty Focus

JULY 4, 2023

Classic online course standards emphasize the value of three types of interactions: student-instructor interaction, student-content interaction, and student-student interaction. Of course, student contempt for a pedagogical tool shouldn’t ground its dismissal. link] Kurucay, M. , & Inan, F.

Exams 98

Exams Students Instructors Evaluation 98

Faculty Focus

JANUARY 15, 2023

Student exam performance then becomes a matter of cramming course content into short-term memory, without ever really mastering, considering, or owning the course material in a meaningful way. It’s a great method for teaching students, and their instructors, how to create their best presentations for active learning.

Lecturing 122

Lecturing Instructors Active Learning Activities 122

Faculty Focus

APRIL 18, 2023

All sections of bi-modal courses receive a copy over of the asynchronous LMS master course. The faculty team could be consulted as to what materials should be placed in the master course. Every educator has the same course design and materials. 7 things you should know about the hyflex course model.

Exams 98

Exams Course Design Assignments Learning 98

Edsurge

AUGUST 16, 2018

Plus, it sounded a lot like a MOOC (short for “massive open online courses”)—free courses designed for thousands of students that were all the rage a few years ago, but which today are seen as having fallen far short of the hype. The other half are like, ‘This isn’t on the exam so I’m not going to do this.’” he remembers.

Textbooks 163

Textbooks Teaching Assistants Instructors Exams 163

Faculty Focus

JANUARY 21, 2024

Establish and maintain an inclusive community: During the first days of class, it is important to initiate an anonymous survey and a follow-up discussion about what makes students feel valued, seen, respected, included, challenged, and supported by the instructor and their peers. This type of intellectual rigor is desirable in course design.

Syllabus 99

Syllabus Exams Students Motivation 99

Faculty Focus

DECEMBER 8, 2024

As instructors, we are continually looking for ways to grow and improve. HIPs like internships, learning communities, undergraduate research projects, and even capstone projects can be difficult to fit into the confines of a semester-long course without a great deal of development and design. Teaching is a dynamic endeavor.

Assignments 106

Assignments Instructors Critical Thinking Activities 106

Faculty Focus

JANUARY 15, 2023

Student exam performance then becomes a matter of cramming course content into short-term memory, without ever really mastering, considering, or owning the course material in a meaningful way. It’s a great method for teaching students, and their instructors, how to create their best presentations for active learning.

Lecturing 98

Lecturing Instructors Active Learning Activities 98

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. For example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. For example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

APRIL 16, 2024

To assess the impact of the pre-course, consider collecting student performance and perception data. In our large animal anatomy course, positive statistically significant correlations were found between pre-course interaction and certain exam scores (Hansen, Basel, & Malreddy, under review).

Exams 71

Exams Quizzes Students Course Design 71

Faculty Focus

DECEMBER 8, 2024

As instructors, we are continually looking for ways to grow and improve. HIPs like internships, learning communities, undergraduate research projects, and even capstone projects can be difficult to fit into the confines of a semester-long course without a great deal of development and design. Teaching is a dynamic endeavor.

Assignments 87

Assignments Instructors Critical Thinking Activities 87

Faculty Focus

MARCH 16, 2025

These practice opportunities not only reinforce learning but also allow instructors to offer immediate feedback and guidance, helping students refine their understanding of the material. This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions.

Counselling 88

Counselling Learning Lecturing Knowledge 88

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 60

Course Design Students Active Learning Activities 60

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 60

Course Design Students Active Learning Activities 60

Faculty Focus

MARCH 16, 2025

These practice opportunities not only reinforce learning but also allow instructors to offer immediate feedback and guidance, helping students refine their understanding of the material. This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions.

Counselling 66

Counselling Learning Lecturing Knowledge 66

Edsurge

JUNE 9, 2020

In a paper Koedinger co-published in Science , he found that as instructors consider their course design and teaching options during a typical college course, they’re picking from trillions of possibilities. The Acuitus strategy that has evolved over 20 years involves mixing a digital tutor with in-person instructors.

Education 218

Education Learning Textbooks Instructors 218

Faculty Focus

APRIL 9, 2023

For example, in a biology course, instructors can watch students interact with thousands of 3D models, such as those found on Sketchfab or virtual programs such as BioDigital. Additionally, students can follow along virtually as instructors point out different structures. exam scores increased post adjustments).

Lecturing 126

Lecturing Course Design Blended Courses Instructors 126

Faculty Focus

APRIL 9, 2023

For example, in a biology course, instructors can watch students interact with thousands of 3D models, such as those found on Sketchfab or virtual programs such as BioDigital. Additionally, students can follow along virtually as instructors point out different structures. exam scores increased post adjustments).

Lecturing 98

Lecturing Course Design Blended Courses Instructors 98