Effective online teaching: Voices of experience

Bringing metacognition onto college campuses is a transformational experience for students and faculty as well as their institutions. In this chapter, we share a collection of metacognitive activities and describe their value in and outside of the classroom based upon our experiences in the community college setting. These activities are easily implemented and help students take ownership of their learning.

Section: Narratives Of Metacognitionmentioning

confidence: 99%

Section: Narratives Of Metacognitionmentioning

confidence: 99%

Successes with metacognition: Empowering faculty and transforming student learning

Voorhees

LeMay

Nagy

et al. 2022

“…First, my experiences with this program fundamentally transformed how I approach teaching overall, from a topic-centered approach to a student-centered approach. Even though the SAGE 2YC content was focused on in-person courses, it was not difficult to incorporate new insights into my online courses (see Chapter 2 by James et al (2022) in this issue). It also allowed me to recognize and better articulate what I was already doing well in my courses and to confidently share that knowledge with others.…”

Section: Bridget James Cohort 1 Change Agent Cohort 3 Peer Leader Lea...mentioning

confidence: 99%

Power and potential: Engaging adjunct faculty as leaders and agents of change

Layou

Goering

James

et al. 2022

Self Cite

This chapter presents the experiences of adjunct faculty in the SAGE 2YC: Faculty as Change Agents project through the stories of five participants who share the influence of the project on them and their work. We describe the professional development that occurred in the project, which included learning with colleagues from across the country, implementing changes in their classroom teaching and beyond, and leading follow-on workshops in teams on campus and/or in the region. The participant stories illustrate how the project gave them agency and validated their work. Adjunct faculty make important contributions to student and faculty success, and there is power in engaging adjunct faculty as leaders and change agents and fully realizing their potential.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Section: Reroutingmentioning

confidence: 99%

“…Continue modifying as you go along to incorporate successful techniques. See Chapter 2 on teaching online (James et al., 2022, in this volume) for more details. Seek out professional development opportunities for online or virtual educators provided by your institution or elsewhere. Once you think your course is ready to go live, consider approaching a former student or colleague to look over your course website and materials.…”

Section: Reroutingmentioning

confidence: 99%

Roadmap to emergency remote teaching

Daneshmand

Harris

Viviani

2022

This chapter captures the authors' voices as faculty who were abruptly required to learn how to teach courses remotely in response to the COVID-19 pandemic. They share how they successfully made changes and stayed committed to maintaining high standards in an online environment. Based on these experiences, they present recommendations for adaptations of active learning techniques from face-to-face (F2F) courses to online equivalents. Their roadmap to success focuses on key factors that contributed to increased student success and retention including: flexibility, a commitment to active learning methodologies, and fostering strong classroom communities.