Category: Articles

The LEC is proud to share its recently launched Thank-a-Professor program!  Students can choose to write thank-you notes via a webform submission and let everyone know how their amazing professors have created meaningful classroom experiences and helped them achieve learning goals.  Through this program, we will recognize instructors for their efforts by publicly sharing student thank-you notes.  This is a celebration!  We look forward to hearing all about our outstanding faculty through the experiences of our students. 

After a year of online synchronous video communication via web conferencing tools such as Zoom, Skype, and others, it is likely that we are tired of the hours and hours of synchronous video. As we transition from remote instruction back to more traditional forms of teaching and learning and using technology to help facilitate our face-to-face, blended, and online courses, we can leverage the benefits of video in asynchronous environments. In particular, video is becoming more popular in asynchronous discussions as a way to create an online community, construct knowledge, have meaningful discussions, and strengthen student-to-student and student-to-instructor interactions.

The Learning and Educational Center supports all instructors in the development and advancement of their courses. We developed a checklist based on the Quality Matters Rubric and adapted it from a similar checklist from Western Kentucky University which allows instructors to quickly determine their course readiness as it relates to the Quality Matters (QM) Rubric. The Course Readiness Checklist was designed and aligned with the 8 Standards of the Quality Matters Rubric.  For reference, we have documented the relevant QM Standard in the checklist.  

Motivation and engagement are essential in online teaching and learning contexts. The challenge of keeping our students motivated and engaged is common across all disciplines in online learning. Online courses, however, may present some unique challenges. Without face-to-face interaction, faculty may not be able to pick up nonverbal cues from students that can indicate when students may be disengaged. Faculty may also not be able to share their emotions and may find it difficult to express enthusiasm or concern. The online environment can make it easier for students to disengage and consequently participate minimally in your course. Sometimes students may choose to enroll in an online course because they perceive it to be easier. This can lead to students finding it more difficult to engage.

The Learning and Educational Center supports all instructors in the development and advancement of their courses. We developed a checklist based on the Quality Matters Rubric and adapted it from a similar checklist from Western Kentucky University which allows instructors to quickly determine their course readiness as it relates to the Quality Matters (QM) Rubric. The Course Readiness Checklist was designed and aligned with the 8 Standards of the Quality Matters Rubric.  For reference, we have documented the relevant QM Standard in the checklist. Over the next two weeks, we will break down the checklist and review a section or two each week.

The Learning and Educational Center supports all instructors in the development and advancement of their courses. We developed a checklist based on the Quality Matters Rubric and adapted it from a similar checklist from Western Kentucky University which allows instructors to quickly determine their course readiness as it relates to the Quality Matters (QM) Rubric. The Course Readiness Checklist was designed and aligned with the 8 Standards of the Quality Matters Rubric.  For those that are familiar with Quality Matters, we have documented the relevant QM Standard in the checklist. Over the next three weeks, we will break down the checklist and review a section or two each week.  

The Learning and Educational Center supports all instructors in the development and advancement of their courses. We developed a checklist based on the Quality Matters Rubric and adapted it from a similar checklist from Western Kentucky University which allows instructors to quickly determine their course readiness as it relates to the Quality Matters (QM) Rubric. The Course Readiness Checklist was designed and aligned with the 8 Standards of the Quality Matters Rubric.  For reference, we have documented the relevant QM Standard in the checklist. Over the next four weeks, we will break down the checklist and review a section or two each week.

To help students improve performance and achieve academic success, it is essential to make sure that all students feel included in the learning environment, especially in remote education. This article mentions existing indirect prejudices and offers recommendations to bring equity and inclusion to the learning community.

Have you considered accessibility when designing your course? Do you know what it means for your course to be accessible? This article will help raise awareness of accessibility in your course and point you to tools or techniques for improving accessibility in your course.

We all know that good course design is important for a great learning experience. However, no single design fits every situation. For instance, have you ever encountered an online course that was overloaded with content and not enough learning activities? Or maybe the learning activities were not aligned with the learning level of the content or the objectives. How can good course design influence the quality of learning?