When we try to replicate classroom experiences in an online environment, it’s easy to think of video conferencing as our go-to tool for all sorts of learning objectives—and for good reason. Most of us have participated in a video conference at work or had a video chat with friends or family at some point. We like the idea of being able to see and hear our students while interacting with them in real time just like we do when teaching face to face. But there are two key factors that make this approach problematic.
1. Bandwidth
High-bandwidth technologies work great for students who have newer computers, fast and reliable internet access at home, and unlimited data plans on their phones. For other students, courses that require frequent use of high-bandwidth technologies can limit their ability to fully participate in course activities. This can jeopardize their success in the course, create a sense of shame and anxiety, and leave them feeling like second-class citizens.
2. Immediacy
The second factor, immediacy, refers to how quickly we expect our students to respond when interacting with us and with each other. Typically, we think of immediacy as a good thing. It’s baked into face-to-face learning, so it doesn’t feel like a limited resource. But one of the biggest advantages of online learning is that it can provide you and your students with more flexibility. When we require our students to be online at exactly the same time, we sacrifice one of the key benefits of online learning, and that can make an online course feel like more of a burden than it has to be. Continue reading
If you teach college students, I’m going to go out on a limb and guess that you barely have time to brush your teeth, let alone ponder how well-established learning theories and principles could improve your teaching. So, for the sake of your well-being and your oral hygiene, I’ve rounded up a few oldies but goodies and some practical tips that are relatively easy to implement. With any luck, you’ll be ready to roll out a new evidence-based teaching strategy in less time than it takes to microwave a Lean Cuisine in the faculty lounge and inhale it at your desk.
I have students who 
Over the years, I’ve often heard faculty bemoan the lack of student interest in their syllabi. Students seem to ignore or easily forget key information presented in the syllabus, and many faculty feel obligated to treat the document like a contract, which only exacerbates the lack of student engagement. While many instructors have offered up 