You can have a well-designed course with relevant content and an expert instructor, yet the course can still be perceived as a negative experience by students. Why? The instructor was not “present” in the course.
It takes more than grading to create instructor presence. Bangert defines instructor presence as “the ‘methods’ that instructors use to create the quality online instructional experiences that support and sustain productive communities of inquiry” (Bangert, 2008, p. 40). Without instructor support, courses quickly become barren.
When thinking about the demographics of students currently enrolled in colleges and universities, we often first consider traditional students, between ages 18-24. However, enrollment trends in traditional, blended, and online programs are revealing that nontraditional students, those ages 25 and older, are becoming more and more prominent in the classroom. Today I want to discuss the dynamics of nontraditional students, the pressures they face, and what it means to go the extra mile in order to understand their needs and enable them to succeed.
It’s that time of year again (if you work in education anyway). Students are returning. Classes are starting. Here in the Midwest, we’ve got crisp fall mornings and dew on the ground. Syllabi are being doled out like (unwanted) candy, and expressions of eagerness and anticipation will soon be replaced by glazed eyes and existential dread.
And for the first time in about a decade, I’m joining the crowd.
What if you entered a face-to-face classroom and found no instructor to welcome you to class, give you an overview of the semester, or guide you through your projects? Or what if your instructor made an appearance the first day of class, but slowly became less and less engaged as the semester progressed?
You’d be in the dark for most of the semester and probably pretty frustrated with your instructor, right?
Kurt Hoffman is an Assistant Professor of Social Work at Spring Arbor University (SAU) in Spring Arbor, Michigan. He has two Master’s degrees from Arizona State University: Master of Public Administration and Master of Social Work. He is pursuing a Ph.D. in Humanities, with a concentration in the anthropology of human flourishing and the philosophy of social issues, racism in particular. Kurt lives in Concord, Michigan with his wife and three children.
Wendy and Ann have often worked together on rubrics sent to them by instructors. Today they’d like to discuss the importance of effective rubrics and walk you through the process of creating one that visually communicates your expectations. Ann’s going to start by discussing the importance of rubrics.
In 1959, Peter Drucker, a well-known and an influential thinker, coined the term “knowledge worker” and predicted the emergence of the information society with its necessity of lifelong learning. In many ways, his vision of lifelong learning forecast the rise of online learning and instructional design.
Throughout my eLearning Feedback series, we’ve looked at the significance of relevant, relational feedback and how instructors can enhance their feedback by providing it to their learners through various audio and video tools. In the conclusion of this series, we’ll explore the value of learner-to-learner feedback and how you can create opportunities for students to provide relevant, relational feedback to each other.
Our student workers truly enrich our work and days. It’s truly enjoyable for faculty and staff to watch students grow in the time they’re here. While the years at university sometimes seems to ebb and flow for students, it flies by for us. Today, senior Jordyn Moore reflects on her time working with the eLearning team.
As my fourth and final year at college draws to a close, I often find myself reflecting upon my time as a student worker in eLearning.