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Student Expectations Students expect professors to use Blackboard beyond uploading a few files. Being able to access course content and see their grades was viewed as most important. Students find it helpful when professors give substantive feedback.\u00a0 Professors should be available outside of class and respond to student emails in a timely manner.<\/p>\n Students appreciate when the professor seeks their input. Personally, I value student feedback and welcome new ideas and try to make my course better every time I teach it. \u00a0<\/p>\n Instructors Lose Credibility with Students Teaching and Learning<\/strong> What Impacts<\/em> and Motivates<\/em> Students<\/strong> Teacher-Centered vs Student-Centered<\/strong> Clickers Group Work Online Classes: Perceptions vs Reality<\/strong> Advantages of Online Classes<\/strong> Challenges with Online Classes<\/strong> Audio Feedback<\/strong> Online Discussions Two of the panelists mentioned that some students won\u2019t do any of the readings and will just paraphrase and reword their classmates\u2019 discussion posts as their own. There is a post-first option in Blackboard which means students have to post first before they can read their classmates\u2019 posts.<\/p>\n Tests: F2F vs Online Cheating: F2F vs Online Overall Learning: F2F vs Online<\/strong>
\n<\/strong>Students expect professors to be knowledgeable on the subject they are teaching, treat all students fairly and with respect, show that they care about teaching and want students to learn. The syllabus should have clear expectations, due dates, and policies, and the course should be organized logically.<\/p>\n
\n<\/strong>Reported in Therese Huston, Teaching What You Don\u2019t Know<\/em><\/p>\n\n
\nStudents have different learning styles.\u00a0 Professors should integrate different teaching methods and have varied ways of assessing learning.\u00a0 How a student is assessed can directly impact how well they do in a class.<\/p>\n
\nThe professor\u2019s teaching style and student engagement is the biggest factor that impacts<\/em> student learning. A combination of receiving a good grade, interest level in the class, and the professor are the biggest factors that motivate<\/em> students to do well.<\/p>\n
\nA majority of students prefer smaller student-centered classes over teacher-centered lecture hall classes.\u00a0 F2F and Online classes that are engaging have a positive impact on student learning.\u00a0<\/strong><\/p>\n
\n<\/strong>Clickers should be used for more than taking attendance. Clickers can help engage students during a lecture and be beneficial for test review.<\/p>\n
\n<\/strong>The three panelists preferred in-class group work. \u00a0<\/strong>Sometimes it\u2019s hard getting all group members together outside of class and unfortunately sometimes not everyone does their share. Note: Would need to get more student feedback on group work.<\/p>\n
\nStudents have a mixed perception of online classes before taking an online class. \u00a0Students typically find the online workload tends to be more than F2F classes but this totally depends on the professor and the class.<\/p>\n
\nFlexibility<\/em> and convenience<\/em> were the biggest reasons students take online classes.<\/p>\n
\nStudents found the loss of F2F interaction with the professor and classmates, the lack of or delay in receiving communication\/feedback from the professor, and technical difficulties were the biggest challenges to taking online classes.<\/p>\n
\nAudio feedback can better reach auditory learners.\u00a0 Even though two of the three panelists preferred written feedback, a majority of past students who took an online class that incorporated audio feedback found it to be more personal, beneficial, and refreshing compared to written feedback. Providing audio feedback or using VoiceThread might be something professors want to consider trying out for an assignment when teaching online.<\/p>\n
\n<\/strong>Discussions can help build community online and give students more time to think about what to post and reply compared to in-class discussions. The success of online discussions depends on the interest level of the topic and question(s) being asked.\u00a0 Note: Not all subjects merit discussion.\u00a0 Online discussions should be worth a significant portion of the grade (e.g. 20-40%).\u00a0 If discussions are not worth enough, students won\u2019t have an incentive to participate. Professors should provide students with clear expectations and\/or rubrics. Quality vs Quantity.<\/p>\n
\n<\/strong>According to research, there is no significant difference between how well students do taking a test F2F vs online (as long as the online test is timed). Any online test should be considered open book. Professors should consider randomizing the questions and answers.<\/p>\n
\n<\/strong>According to four research studies, cheating F2F vs Online had inconclusive findings.<\/p>\n\n
\n(Grijalva, Nowell, & Kerkvliet, 2006).<\/li>\n
\n(Lanier, 2006).<\/li>\n
\n(Stuber-McEwen, Wiseley, & Hoggatt, 2009).<\/li>\n
\nIt totally depends on the professor and the class but students typically learn about the same F2F vs Online. \u00a0The old saying is, it\u2019s not what<\/em> you take, it\u2019s who<\/em> you take.<\/p>\n