Distance Learning, mLearning, Digital Education, Technology

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The latest news related to the meaningful and effective implementation of educational technology and e-learning in K-12, higher education, corporate and government sectors.

Engaging students through a computer screen requires a unique approach to pedagogy and innovative course design.  The feeling of “getting it right” typically involves a good deal of testing and modification given the wide array of design formats and technology tools available, not to mention the varying needs of students, many of whom are underprepared for online learning (Bettinger & Loeb, 2017).

Common Student Challenges

In online courses, certain student challenges tend to come up time and again, which disrupts learning or impedes completing coursework on time.

For online learning to be successful and happy, participants need to be supported through a structured developmental process. The five-stage-model provides a framework or scaffold for a structured and paced programme of e-tivities.

​The five-stage-model offers essential support and development to participants at each stage as they build up expertise in learning online.

"My classes and students started to run together, and I kept looking at the clock. That doesn’t happen to me anymore since I have added projects-based learning to the curriculum."

Whether enrolling in a single online class or a fully virtual program, students need to be prepared for the academic and social learning that compose their educational journey. While some may arrive with years of online learning experience, others will require familiarization with processes, tools, expectations, and the campus community—and all will benefit from an introduction to their new academic community. Orientation experiences support students' transition to the first year of college, which is essential for student success.1 This support is particularly important for those students from historically marginalized populations.2

The Hyperdoc website and check out the templates and already-created hyperdocs available for teachers. Lisa Highfill, Kelly Hilton, and Sarah Landis are the authors of The Hyperdoc Handbook and have created a website full of free resources for teachers.

With online teaching and learning becoming the norm for so many teachers and students during the COVID-19 climate, it is important to be aware of what makes an engaging, creative and effective web-based teaching and learning experience.

Over the years, I’ve had the pleasure of working with approximately 300 faculty who have developed and taught their first online course. One of the concerns I frequently hear from instructors considering teaching online is that they will lose the interaction and sense of community they have with their students when they teach face-to-face. That doesn’t have to be the case; many online instructors successfully create a sense of community in their courses. There are a variety of definitions of community. Most include wording or phrases such as “having something in common,” “feelings of being connected,” “shared goals or aspirations,” and “regular interaction.” This article will explore seven strategies faculty can use to promote and increase community in the online environment.