Strategies for Effective Online Teaching in Higher Education

McMullen, Anthony; Bursuc,; Doval, Christopher; Grant, Sean; Grossberg, John M.; Jones, Ida M.; Willey, Susan

doi:10.2139/ssrn.3745959

Cited by 4 publications

(2 citation statements)

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“…Considering Knowles's first assumption, that learners need to know why they need to learn something, one can see that through interactivity, students and instructors can discuss why certain information is essential to their present and future life (McEwen & Wills, 2019). Nonetheless, while an online LMS differs significantly from face-toface instruction, the expected student outcomes remain the same (McMullen et al, 2020). Online MSN students must interact with their instructor and colleagues and need to know and demonstrate their assimilation and understanding of why the course information and objectives are relevant to their practice.…”

Section: Preparation Of the Online Curriculummentioning

confidence: 99%

“…Other essential elements to an online class launch include giving a class overview and reviewing objectives, syllabi, and weekly discussion questions as well as providing a weekly announcement to connect with students. McMullen et al (2020) recognized that online instructors had to make many adjustments to the way curriculum was delivered during the COVID-19 pandemic year. Nevertheless, the course outcomes and requirements for student success and graduation stayed the same.…”

Section: Creating a Good First Impressionmentioning

confidence: 99%

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Removing Barriers for University Students with Disabilities

2022

JIR

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The growing complexity of online education requires instructors to be more knowledgeable, techsavvy, and student-centered. With these skills, instructors can perform the difficult task of capturing and sustaining student engagement within Higher Educational Institutions (HEIs). In addition to the stress of creating a dynamic online class, the COVID-19 pandemic has added another level of difficulty and stress to facilitating healthy online learning environments. This innovative methodology paper will study the insightful adult learning theory of Malcolm Knowles as it relates to Master of Science of Nursing (MSN) students. It will also examine current and emerging online learning management systems (LMS), learning platforms, and methodologies. The population of the study consisted of students from a broad demographic at the MSN core curriculum studies for Nurse Practitioner, Nurse Educator, Nurse Leader, IT, and Healthcare Quality Programs. The aim of this study is to identify the effect instructors have on students' stress levels and students' capacity to succeed in dynamic online learning environments. The impact of instructor pressure and stress on students is considerable, and this stress not only creates toxic learning environments for both students and instructors but is detrimental to student success. I will review mindfulness, and the Christian values of kindness, grace, and mercy in consideration of the online student and their effect on stress in the instructor-student relationship. I will further evaluate my experiences in addressing student stressors by these Christian values and explain how these behaviors can change an educational experience. My hypothesis is that online HEI instructors can decrease classroom stress and increase engagement by employing Christian values to facilitate productive interactions with students, thus improving their learning no matter what the LMS.

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Section: Preparation Of the Online Curriculummentioning

confidence: 99%

Section: Creating a Good First Impressionmentioning

confidence: 99%

Removing Barriers for University Students with Disabilities

2022

JIR

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The Art of Connection

Crawford,

Huling

2024

Incorporating the Human Element in Online Teaching and Learning

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This chapter showcases how the practices of two teacher educators in an asynchronous, online graduate-level summer course, Advanced Language Arts Methods, humanized the learning experiences of M.Ed Elementary Education majors to promote student success and retention. The chapter begins with a review of the literature and then leads into a description of the context of the students and the course content, practical design plans for online instruction, specific steps of course implementation, and reflection after course completion. The chapter delineates how purposeful planning to humanize the online learning environment can positively impact student performance. Finally, the chapter concludes with a discussion of the limitations of the practices and challenges faced, recommendations for educators and institutions, and the next steps for future practice of humanizing the online course.

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Best Practices in Counselor Education Online Course Development

Briggs

2024

Advances in Higher Education and Professional Development

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It is well established and accepted that the cultivation of cultural competence is essential for preparing future counselors to effectively serve diverse populations, as demonstrated by the establishment of the multicultural and social justice counseling competencies (MSJCC) and the inclusion of cultural competence in the American Counseling Association (ACA) code of ethics and Council for the Accreditation of Counseling and Related Educational Programs (CACREP) standards. In the online environment, where virtual classrooms replace traditional face-to-face interactions, counselor educators face unique challenges in integrating course content that fosters critical thinking and real-world applications in cultural competence. This chapter proposes to explore best practices for counselor educators to navigate these challenges and enhance cultural competence in online counseling programs.

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Strategies for Effective Online Teaching in Higher Education

Cited by 4 publications

References 0 publications

Removing Barriers for University Students with Disabilities

Removing Barriers for University Students with Disabilities

The Art of Connection

Best Practices in Counselor Education Online Course Development

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