Faculty Focus

AUGUST 29, 2024

Interdisciplinary Studies: Breaking Boundaries for Comprehensive Learning Interdisciplinary studies, as an approach to education, research, and problem-solving, break down traditional boundaries between academic fields, encouraging collaboration and integration of knowledge from diverse areas. 2017; Liu et al., Newell, W. Nikitina, S.

Interdisciplinary 111

Interdisciplinary Study Multidisciplinary Students 111

Faculty Focus

AUGUST 29, 2024

Interdisciplinary Studies: Breaking Boundaries for Comprehensive Learning Interdisciplinary studies, as an approach to education, research, and problem-solving, break down traditional boundaries between academic fields, encouraging collaboration and integration of knowledge from diverse areas. 2017; Liu et al., Newell, W. Nikitina, S.

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Students 98

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. reference interviews, counseling inquiry, engaging lectures, classroom discussions, case studies, scenarios, role-play, problem-based learning, inquiry based learning, etc.);

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

Edsurge

AUGUST 9, 2022

That may mean hiring more staff who have expertise in digital course design and instruction—and reevaluating whether to pay for help from outside companies or bring services in-house. It may also mean doing more to truly prepare students for online learning.

Hybrid Learning 191

Hybrid Learning Hybrid Courses Learning Exams 191

Edsurge

AUGUST 13, 2016

make suboptimal decisions about when/where/how often to study. Keeping learners motivated and confident when faced with these cognitive challenges means connecting with learners on a personal level. Jay Lynch is Senior Academic Research Consultant for Course Design, Development, and Academic Research (CDDAR) at Pearson.

Education 158

Education Evaluation Essay Failure 158

Faculty Focus

OCTOBER 6, 2024

Research on faculty perceptions suggests that the ideal enrollment for online courses is lower than what they would consider suitable for high-enrollment courses, with course design playing a crucial role. 2021) Immediate or timely detailed feedback is especially important in online and condensed courses.

Instructors 116

Instructors Course Design Students Authentic Assessment 116

Faculty Focus

MAY 11, 2025

What college instructors are needed for, he said, is to motivate our students to learn. 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. Saucier, Ph.D. Saucier, Ph.D.

Instructors 114

Instructors Motivation Critical Thinking Students 114

Faculty Focus

JANUARY 21, 2024

Developing the whole student Maslow’s hierarchy of needs (1943) has long been instrumental in shaping educators’ beliefs about human behavior, motivation, and learning. This type of intellectual rigor is desirable in course design. I often embed study and time management strategies into the curriculum. Canrinus, E.

Syllabus 132

Syllabus Exams Students Motivation 132

Faculty Focus

OCTOBER 27, 2024

When students connect, it fosters a sense of belonging and community, significantly enhancing course engagement and contributing to increased academic success. These connections, whether through study groups or other collaborative efforts, promote persistence and create an environment where students feel supported and motivated to excel.

Instructors 116

Instructors Students Minute Papers Course Design 116

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. reference interviews, counseling inquiry, engaging lectures, classroom discussions, case studies, scenarios, role-play, problem-based learning, inquiry based learning, etc.);

Student Engagement 98

Student Engagement Lecturing Students Feedback 98

Edsurge

MARCH 29, 2017

Even if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding. Studies by Derek Muller have shown that while videos that explain physics concepts clearly are often positively received by students, tests show they don’t necessarily lead to durable learning.

Instructors 146

Instructors Education Lecturing Knowledge 146

Faculty Focus

OCTOBER 6, 2024

Research on faculty perceptions suggests that the ideal enrollment for online courses is lower than what they would consider suitable for high-enrollment courses, with course design playing a crucial role. 2021) Immediate or timely detailed feedback is especially important in online and condensed courses.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

Faculty Focus

OCTOBER 27, 2024

When students connect, it fosters a sense of belonging and community, significantly enhancing course engagement and contributing to increased academic success. These connections, whether through study groups or other collaborative efforts, promote persistence and create an environment where students feel supported and motivated to excel.

Instructors 105

Instructors Students Minute Papers Course Design 105

Faculty Focus

APRIL 15, 2025

The challenge is further compounded by students balancing their studies with household chores which can lead to decreased motivation if adequate support is not provided by the instructor. Many students struggle with motivation and time management, often due to external distractions. References Bustillo-booth, M. Dixson, M.

Student Engagement 106

Student Engagement Instructors Lecturing Students 106

Faculty Focus

JANUARY 8, 2023

When they are forced, developing the intrinsic motivation needed for quality learning is a tall order. We would spend far more time developing information literacy, teamwork, research skills, study skills, and metacognitive skills so that students wouldn’t be so dependent on us and could engage in more self-directed learning.

Metacognitive Skills 138

Metacognitive Skills Ethics Writing Plagiarism 138

Faculty Focus

APRIL 16, 2023

Educators are available to students and are responsible for designing bi-modal content. Content should incorporate Universal Design for Learning (UDL) and offer choices to students. Bi-modal flexible learning allows students to choose when and how they will study by personalizing the course to meet their own needs.

Learning 105

Learning Assignments Course Design Instructors 105

Faculty Focus

OCTOBER 22, 2024

Entrepreneurship studies are not solely for business course students (Hall, 2021). The proposed cross-curricular enterprise study emphasizes developing practical skills and self-awareness for starting a business, rather than integrating abstract academic studies of entrepreneurship into different degree programs.

Education 122

Education Beliefs Study Essay 122

Faculty Focus

JANUARY 21, 2024

Developing the whole student Maslow’s hierarchy of needs (1943) has long been instrumental in shaping educators’ beliefs about human behavior, motivation, and learning. This type of intellectual rigor is desirable in course design. I often embed study and time management strategies into the curriculum. Canrinus, E.

Syllabus 100

Syllabus Exams Students Motivation 100

Edsurge

APRIL 30, 2020

We heard from Albat and Stephanie Del Tufo, assistant professor in the School of Education at the University of Delaware, who studies individual differences in learning, language and literacy. They also addressed audience questions about how to get faculty motivated to adjust their courses to improve accessibility.

Accessibility 218

Accessibility Disabilities Universal Design Syllabus 218

Faculty Focus

APRIL 16, 2023

Educators are available to students and are responsible for designing bi-modal content. Content should incorporate Universal Design for Learning (UDL) and offer choices to students. Bi-modal flexible learning allows students to choose when and how they will study by personalizing the course to meet their own needs.

Learning 98

Learning Assignments Course Design Instructors 98

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). during a unit of study) Occurs after the instruction is complete (e.g., during a unit of study) Occurs after the instruction is complete (e.g.,

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These activities promote critical thinking and application of knowledge.

Accessibility 105

Accessibility Disabilities Education Culture 105

Faculty Focus

OCTOBER 22, 2024

Entrepreneurship studies are not solely for business course students (Hall, 2021). The proposed cross-curricular enterprise study emphasizes developing practical skills and self-awareness for starting a business, rather than integrating abstract academic studies of entrepreneurship into different degree programs.

Education 105

Education Beliefs Study Essay 105

Faculty Focus

DECEMBER 8, 2024

Regardless of the format, instructors should keep the following key points in mind while implementing an activity: Clearly Explain the Purpose of the Activity For students, activities are more meaningful if they understand how the activity relates to the course objectives and, more broadly, to their fields of study.

Assignments 107

Assignments Instructors Critical Thinking Activities 107

Edsurge

APRIL 1, 2017

If education researchers hope to see more of their findings influence everyday learning and instruction—and they desperately do—then their best bet may be to encourage education technologists to hone their design research skills. Most interventions in educational research are not designed with educators in mind.

Laboratory 98

Laboratory Failure Education Study 98

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). during a unit of study) Occurs after the instruction is complete (e.g., during a unit of study) Occurs after the instruction is complete (e.g.,

Fairness 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

APRIL 15, 2025

The challenge is further compounded by students balancing their studies with household chores which can lead to decreased motivation if adequate support is not provided by the instructor. Many students struggle with motivation and time management, often due to external distractions. References Bustillo-booth, M. Dixson, M.

Student Engagement 82

Student Engagement Instructors Lecturing Students 82

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These activities promote critical thinking and application of knowledge.

Accessibility 98

Accessibility Disabilities Education Culture 98

Faculty Focus

OCTOBER 29, 2024

Yang (2003) found that using comic books as a teaching tool increased student motivation. Similarly, a comic book writing assignment was given in an eighth grade advanced mathematics class.

Assignments 114

Assignments Teaching Ethics Textbooks 114

Faculty Focus

JANUARY 8, 2023

When they are forced, developing the intrinsic motivation needed for quality learning is a tall order. We would spend far more time developing information literacy, teamwork, research skills, study skills, and metacognitive skills so that students wouldn’t be so dependent on us and could engage in more self-directed learning.

Metacognitive Skills 98

Metacognitive Skills Ethics Writing Plagiarism 98

Faculty Focus

APRIL 23, 2023

Studies have shown that participants who are given the chance to practice what they have learned retain 75% of the information presented. Professional development participants participating in a hands-on learning environment are highly engaged and motivated. Students’ motivation determines, directs, and sustains what they learn.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

DECEMBER 8, 2024

Regardless of the format, instructors should keep the following key points in mind while implementing an activity: Clearly Explain the Purpose of the Activity For students, activities are more meaningful if they understand how the activity relates to the course objectives and, more broadly, to their fields of study.

Assignments 88

Assignments Instructors Critical Thinking Activities 88

Faculty Focus

OCTOBER 29, 2024

Yang (2003) found that using comic books as a teaching tool increased student motivation. Similarly, a comic book writing assignment was given in an eighth grade advanced mathematics class.

Assignments 98

Assignments Teaching Ethics Textbooks 98

Faculty Focus

DECEMBER 12, 2024

Higher loneliness may motivate students to reach out to others more empathically. We would like to motivate you to explore variations of these practices, discover stories of empathy that inspire you to tailor to your instructional needs. Journal of the Canadian Association for Curriculum Studies , 17 (1), 28-46.

Confidentiality 91

Confidentiality Instructors Motivation Writing 91

Scholarly Teacher

OCTOBER 16, 2024

Stephanie Wasmanski , Wilkes University Keywords : Student Choice, Student Autonomy, Self-Determination Theory Key Statement: Supporting students’ basic psychological needs of autonomy and competence through self-selected activities and positive feedback may enhance student engagement and motivation.

Motivation 59

Motivation Students Feedback Assignments 59

Faculty Focus

MARCH 4, 2025

To enhance interaction, instructors can assign mixed-location breakout groups where students collaborate via Zoom on case studies. Reward systems, such as small prizes or participation points, motivated students to stay engaged and strive for excellence. References Beatty, B. EdTech Books.

Teaching 87

Teaching Lecturing Gamification Interdisciplinary 87

Edsurge

OCTOBER 24, 2019

Perched in lime green desk chairs, dozens of employees of OpenStax work here to transform physics, calculus and psychology materials into digital textbooks that students can study at no cost. When updates or corrections are needed, it’s easy to change the files, and there’s little profit motive to do so unnecessarily.

Textbooks 118

Textbooks Instructors History Syllabus 118