Inspire Blog Tag: Instructor

Improving Student Engagement and Connection in Online Learning: Part II, Methodologies and Practices

Introduction Since the first post in the series appeared a few months ago, we have received plenty of feedback from other instructors who are actively engaged in online education. Some of the stories shared by them reiterate the points we discussed, and others included tips and techniques that have worked particularly well for them. Almost all of them agreed that teaching well online remains a challenging task. “I love the notes on proactive student support … especially the notes on checking in with those who are behind. Sometimes all they need is a little empathy!” Vic Matta, Associate Professor, College of Business, Ohio University  “I regularly incorporate each of these in my relationships with my students, to include weekly zoom … Improving Student Engagement and Connection in Online Learning: Part II, Methodologies and Practices
by · May 16, 2022

What is the Future of Online Education? Perceptions of Long-term Online Instructors

The changes in higher education precipitated by the COVID-19 pandemic have reignited questions and misconceptions about online education.  This is a time that we should draw on the insights and experience of online faculty. At Oregon State University (OSU) we have a significant number of faculty who have been teaching online for over a decade. In the 2018-2019 academic year, the Ecampus Research Unit interviewed 33 OSU instructors who had taught online for 10 years or more. In a series of interviews, the instructors were asked to reflect on their experiences as an online educator and how their perspectives have changed over time. More information about the broader study can be found on the study website. The final question asked … What is the Future of Online Education? Perceptions of Long-term Online Instructors
by · March 7, 2022

Inclusive Teaching Online: A Shared Responsibility

“Educators and learning designers must seek to resolve societal shortcomings, including the inequity of education and opportunity; the lack of social justice; policy issues and their implications; implicit bias in terms of race or ability; as well as layers of equity and inclusion. Building community and bridging divides are goals for all education.” Toward Inclusive Learning Design: Social Justice, Equity, and Community. AECT Research Symposium 2021. This was the underlying premise of a research symposium on learning design in which I participated in the summer of 2021. While this premise emphasizes our responsibility for designing learning experiences that are not only inclusive but just, there is an implicit idea that design alone is not a sufficient condition for inclusivity; we … Inclusive Teaching Online: A Shared Responsibility
by · February 28, 2022

It Takes Two: Fostering Collaborative Faculty-Instructional Designer Relationships for Student-Centered Learning

Introduction Relationships matter for successful collaborative work. Yet, when it comes to online/ blended/hybrid course design, development often begins with a focus on course content, assuming that the collaborative relationship between faculty and instructional designers is secondary to the design process (Tate, 2017). If we care about student success, we must turn our attention to the ways in which effective collaborative relationships among design partners contribute to the course feel — that is, the online learning environment as perceived by students. In our recent OLC presentation, we proposed an interactive strategy for developing collaborative relationships between faculty and instructional designers based on curiosity, enthusiasm, and mutual respect.  Faculty and instructional designers often find themselves at cross-purposes. The design process expects … It Takes Two: Fostering Collaborative Faculty-Instructional Designer Relationships for Student-Centered Learning
by · January 31, 2022

Managing the Pace & Workload

Lately I’ve heard from a number of faculty whose students have expressed stress or overwhelm at the workload in a course. Further, students as well as faculty have had to adjust to a new routine or pace in their lives in recent months. All of this change gives us a chance to examine the workload and pace of a course so that it is manageable for both students and instructors. To that end, I offer three simple things that faculty can do to make their workload more manageable: Manage expectations Post time estimates for each activity Consider your own availability Manage expectations One of the most effective ways to help students understand how much they should plan to do each … Managing the Pace & Workload
by · July 6, 2020