It’s been five years since colleges and universities moved learning online because of the pandemic. Although that experience marked many institutions’ first and final taste of online instruction, for some
With the expansion of online programs in higher education, department faculty who work remotely can feel disconnected from their institution and from each other. While online learning brings flexibility to
Higher education has long sought to balance its mass teaching model with personalized learning. The hope was that computers could provide the personalization at low cost through adaptive learning, but
MOOCs have been derided in higher education circles as a poor substitute for real, institutional academic courses. But in reality, they are well ahead of much of academia in their
One challenge of faculty development and training for online teaching is satisfying instructors with different levels of knowledge, skills, and experience. At our institution, we discovered that this challenge can
The quick pivot to online learning in spring 2020 brought with it a renewed interest in flexible course modalities. At many institutions, BlendFlex (we’ll define this later) has probably become
In one of the many, many virtual town halls between campus administrators and campus constituents this year—students, staff, faculty, families, alumni, board members—I was asked a seemingly simple question by
Post-pandemic teaching will ask us to focus on our classroom culture and how we connect with our students. Online learning culture is a specific culture found within the academic framework
Back in 2004 I made the decision to develop my first online course. I was using online discussions in one of my face-to-face classes and having success with them—really, my
While it was not possible to create virtual duplicates for quality faculty–student and student–student personal interactions during the sudden and rapid change to online instruction this past March, there are
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