Essentials of Online Teaching

McCabe, Margaret Foley; González-Flores, Patricia

doi:10.4324/9781315686905

Cited by 2 publications

(2 citation statements)

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“…In the transition to the remote instruction and learning environment, in order to minimize administrative requirements and in view of the limited time available for the transition, deliberate efforts were made to leverage learning management systems that were already in use and familiar to students and faculty . The primary means of communication during remote instruction was via email, with Microsoft SharePoint and Microsoft Teams as platforms to disseminate course material and to engage with students virtually.…”

Section: Course Managementmentioning

confidence: 99%

“…As with the Wiki feature, a number of other functionalities and applications were made available through Microsoft Teams that faculty can further explore and incorporate into the learning management system, where appropriate, to enhance the learning experience or to more effectively administer the course . For example, during setup of a Microsoft Teams site, the classroom environment allowed for useful functions, such as “assignments” and “grades”, that were not present in a standard collaborative Teams site.…”

Section: Course Managementmentioning

confidence: 99%

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Impact of COVID-19 on General Chemistry Education at the United States Military Academy

et al. 2020

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The emergence of the novel coronavirus disease-19 (COVID-19) required a rapid shift from in-person instruction to remote learning in our second-semester general chemistry course at the United States Military Academy (USMA), a predominantly undergraduate institution that takes pride in faculty accessibility to students. The decision to conduct remote instruction took effect when students were on spring break; consequently, most students had limited academic resources in hand. This represented a significant paradigm shift for both USMA faculty and students since the institution places an emphasis on in-person engagements with students, as reflected by our low student-to-faculty ratio. We adapted our usual in-person, student-driven instructional method to the remote environment within a 7 day period, which impacted 174 students and six faculty course-wide who were new to the technology, resources, and methodology associated with remote instruction and learning. This communication discusses lessons learned from the transition to asynchronous remote teaching, with a critical focus on the advantages and disadvantages of the adopted teaching methodologies, and includes a discussion of course design and the corresponding adaptions to this new pedagogical environment. We anticipate that these accounts can be leveraged by the broader chemical sciences community to better inform the planning and execution of instruction in future academic terms under remote, in-person, or hybrid (partially remote and partially in-person) environments.

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Section: Course Managementmentioning

confidence: 99%

Section: Course Managementmentioning

confidence: 99%

Impact of COVID-19 on General Chemistry Education at the United States Military Academy

et al. 2020

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Online teaching and biblical studies

Ascough

Barreto²,

Birch

et al. 2018

Teaching Theology & Religion

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This Forum emerges from a session initiated by the Professional Development Committee at the 2017 conference of the Society of Biblical Literature in Boston. A panel of five Bible scholars, from both theological education and undergraduate contexts, provide brief descriptions and analyses of a specific course they have taught online. They describe creative assignments such as role play, online field trips, evaluating web sites, and staged debates. They analyze the opportunities for developing undergraduates' critical thinking skills as well as seminarians' formation for ministry. A comparison of online and face-to-face teaching contexts reveals shifts in our understanding of how learning happens and our own identities as teachers. The Forum concludes with questions from the floor, which turn the conversation toward institutional support for pedagogical and technological hurdles.

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Essentials of Online Teaching

Cited by 2 publications

References 0 publications

Impact of COVID-19 on General Chemistry Education at the United States Military Academy

Impact of COVID-19 on General Chemistry Education at the United States Military Academy

Online teaching and biblical studies

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