eSchool News

MARCH 9, 2023

To build a strong, meaningful grading policy, instructors must choose the approach that best fits the course design and student learning outcomes. A teacher’s fallback practice may be to grade on a curve; however, curved grading is philosophically flawed in most course level applications.

Grades 265

Grades Teachers Instructors Exams 265

eSchool News

DECEMBER 16, 2015

According to a new report, incorporating Universal Design for Learning (UDL) in online courses not only benefits students with disabilities, but can have significant benefits for all students, ultimately increasing retention and improving learning outcomes. Knowing Where to Start.

Accessibility 189

Accessibility Disabilities Universal Design Instructors 189

Faculty Focus

MAY 7, 2024

With a commitment to ensuring educational excellence and student success, in 2020, UF CJC Online developed a comprehensive course design strategy to elevate its online courses, a mission mandated by the State University System of Florida’s 2025 Strategic Plan for Online Education.

Feedback 121

Feedback Course Design Instructors Education 121

Faculty Focus

MAY 7, 2024

With a commitment to ensuring educational excellence and student success, in 2020, UF CJC Online developed a comprehensive course design strategy to elevate its online courses, a mission mandated by the State University System of Florida’s 2025 Strategic Plan for Online Education.

Feedback 111

Feedback Course Design Instructors Education 111

Faculty Focus

JANUARY 9, 2025

When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed course design and subsequent instruction, we succeed in cultivating spaces where their success is made possible. Student success is teacher success.

Students 122

Students Motivation Feedback Communication 122

Edsurge

NOVEMBER 10, 2016

Forced to quickly get up and running with online classes, faculty—and the instructional designers who help them make the transition—often resort to checklists to create the bare minimum of what’s required to build a “quality” online course. Does our current quality evaluation ensure a wonderful learning experience?

Blended Courses 163

Blended Courses Instructors Evaluation Participation 163

Faculty Focus

APRIL 18, 2023

For example, I have a class of 20 students, and I teach synchronously online. In any given session, seven to 12 students will attend, and that is fine with me as I have shared my expectations with students—those who choose to learn asynchronously are just as accountable for completing the session’s work as students who learn synchronously.

Exams 111

Exams Course Design Assignments Learning 111

Faculty Focus

DECEMBER 13, 2022

Here, a relatively simple approach to teaching and checking for student criticality is explained, where conceptual, alongside applied learning, is pervasive. The ability to critically analyze and evaluate is essential for student progression through degree courses. How to Teach Critical Thinking to Beginners. References.

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

DECEMBER 13, 2022

Here, a relatively simple approach to teaching and checking for student criticality is explained, where conceptual, alongside applied learning, is pervasive. The ability to critically analyze and evaluate is essential for student progression through degree courses. How to Teach Critical Thinking to Beginners. References.

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

JANUARY 9, 2025

When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed course design and subsequent instruction, we succeed in cultivating spaces where their success is made possible. Student success is teacher success.

Students 111

Students Motivation Feedback Communication 111

Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Raimondi, 2019).

Course Design 142

Course Design Assignments Teaching Philosophy Instructors 142

Scholarly Teacher

NOVEMBER 20, 2024

Cavazos , The University of Texas Rio Grande Valley Ryan McBride , The University of Texas Rio Grande Valley Key Statement: Student-faculty partnerships can foster asset-based approaches in teaching and learning that challenge implicit linguistic bias and enhance students’ linguistically diverse resources. 2024; Cook-Sather, 2020).

Teaching 98

Teaching Instructors English Language 98

Edsurge

DECEMBER 5, 2016

At the university level, course design has traditionally been easy for faculty to manage on their own—until, that is, digital technologies began to play a role and online courses started to take off. Learning in this sense is not a problem to be solved but one to be explored, unpacked, and addressed.

Interdisciplinary 162

Interdisciplinary Learning Ethics Learning Styles 162

Faculty Focus

APRIL 18, 2023

For example, I have a class of 20 students, and I teach synchronously online. In any given session, seven to 12 students will attend, and that is fine with me as I have shared my expectations with students—those who choose to learn asynchronously are just as accountable for completing the session’s work as students who learn synchronously.

Exams 98

Exams Course Design Assignments Learning 98

Faculty Focus

APRIL 16, 2024

For optimal effectiveness, the pre-course purpose should be clearly defined with student learning outcomes that inform, excite, and prepare students for their upcoming course material. After the student learning outcomes have been defined, the creation of the pre-course does not have to be complex.

Exams 115

Exams Quizzes Students Course Design 115

EdTech Magazine

JUNE 10, 2019

3D printing also supports inclusion efforts for students of various learning styles and improves collaboration and speaking skills. Jody Britten, a senior associate at the Metiri Group , talked about how 3D technologies and data visualization tools lead to better learning outcomes with EdTech.

STEM 167

STEM Learning Math Learning Styles 167

Faculty Focus

MARCH 18, 2025

While many of our conversations have focused on what generative AI means for student assignments and learning outcomes, there’s another question faculty are askingoften individually and quietly: How can we leverage AI in our own academic and administrative work? And more importantly, should we?

Assignments 80

Assignments Testing Course Design Writing 80

Faculty Focus

JANUARY 21, 2024

After four decades of such reflection, I am keenly aware that understanding effective teaching strategies, the students I serve, and how learning works requires my constant attention. This then leads to countless hours of designing assessments and learning experiences. This is critical work. Bridges, M. DiPietro, M.,

Syllabus 132

Syllabus Exams Students Motivation 132

Edsurge

AUGUST 13, 2016

In fact, decades of research reveal that students: are poor judges of the efficacy of their learning efforts. prefer instructional formats that produce inferior learning outcomes. believe that things like learning styles and brain hemispheres influence learning. And I'm being generous here. References Bjork, E.

Education 158

Education Evaluation Essay Failure 158

Faculty Focus

JANUARY 21, 2025

When we approach teaching from this perspective, we move away from punitive measures, fear-based management, and skepticism about students honesty. Instead, we foster an environment of learning, growth, and empowerment. Creating a trust-based classroom begins with an essential mindset: students are doing their best.

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

Faculty Focus

AUGUST 29, 2024

The role of interdisciplinary teaching and learning in these institutions is pivotal in shaping the minds of future pioneers and visionaries who will propel us to Mars. Students exposed to interdisciplinary learning experiences are more likely to be retained as majors and gain preparation for successful careers in the 21st century.

Interdisciplinary 111

Interdisciplinary Study Multidisciplinary Students 111

Faculty Focus

MAY 11, 2025

He said that students have had access to the information we teach prior to AI. What we can do as instructors is inspire them to learn the content, to ask their own questions, and to perhaps motivate their AI use to serve their own curiosity beyond the conversations in our classes. Teaching of Psychology, 52 (1), 45-52.

Instructors 114

Instructors Motivation Critical Thinking Students 114

Faculty Focus

MARCH 18, 2025

While many of our conversations have focused on what generative AI means for student assignments and learning outcomes, there’s another question faculty are askingoften individually and quietly: How can we leverage AI in our own academic and administrative work? And more importantly, should we?

Assignments 66

Assignments Testing Course Design Writing 66

Faculty Focus

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 107

Learning Evaluation Students Course Design 107

Faculty Focus

JUNE 25, 2023

“I came to teaching late” (Roger Rueff, The Hospitality Suite ). No one ever taught me how to teach. I learned by osmosis. Their aim in teaching was to instill knowledge as if the students were empty vessels into which the professor simply poured content. As with teaching, I came to coaching late.

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Scholarly Teacher

DECEMBER 11, 2024

Dean-Scott , Texas State University Key Statement: Cogenerative (cogen) dialogues are one learner-centered approach to engaging students in agency for their own learning and development in a course. Scholars have identified a gap between desired outcomes and instructional methods employed in the college classroom (Duch et al.,

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52

Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Raimondi, 2019).

Course Design 98

Course Design Assignments Teaching Philosophy Instructors 98

Faculty Focus

AUGUST 29, 2024

The role of interdisciplinary teaching and learning in these institutions is pivotal in shaping the minds of future pioneers and visionaries who will propel us to Mars. Students exposed to interdisciplinary learning experiences are more likely to be retained as majors and gain preparation for successful careers in the 21st century.

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Students 98

Faculty Focus

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 101

Learning Evaluation Students Course Design 101

Faculty Focus

JUNE 25, 2023

“I came to teaching late” (Roger Rueff, The Hospitality Suite ). No one ever taught me how to teach. I learned by osmosis. Their aim in teaching was to instill knowledge as if the students were empty vessels into which the professor simply poured content. As with teaching, I came to coaching late.

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

APRIL 15, 2025

With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. Applying Andragogy to Online Course Design to Increase Student Engagement and Success.

Student Engagement 107

Student Engagement Instructors Lecturing Students 107

Faculty Focus

JANUARY 21, 2024

After four decades of such reflection, I am keenly aware that understanding effective teaching strategies, the students I serve, and how learning works requires my constant attention. This then leads to countless hours of designing assessments and learning experiences. This is critical work. Bridges, M. DiPietro, M.,

Syllabus 101

Syllabus Exams Students Motivation 101

Faculty Focus

JANUARY 21, 2025

When we approach teaching from this perspective, we move away from punitive measures, fear-based management, and skepticism about students honesty. Instead, we foster an environment of learning, growth, and empowerment. Creating a trust-based classroom begins with an essential mindset: students are doing their best.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

SEPTEMBER 19, 2023

Assessment is a critical component of the teaching and learning process. 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.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

MAY 30, 2023

Student choice: A catalyst for engagement and learning Integrating student choice into the assessment structure has the power to create a more engaging, meaningful online learning experience for each student. Jean Mandernach, PhD, is executive director of the Center for Innovation in Research on Teaching at Grand Canyon University.

Student Engagement 98

Student Engagement Assignments Instructors Students 98

Faculty Focus

FEBRUARY 26, 2023

Experiential learning assists students to master complex subjects and to gain a deep understanding of fundamental principles that need to be applied later. Assess the extent to which the students achieved the desired learning outcomes. Some of the questions to address here are: What products will demonstrate learning?

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

APRIL 23, 2023

Professional development can be defined as structured professional learning that results in changes in teaching practices and improvements (Learning Policy Institute, 2017). It is a way educators can improve their skills and increase student outcomes. Always remember, learning begins with a question.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111