online learning

Case Studies, Technology, and Pedagogy: Delivering Cases Through Multiple Platforms

The Case method is a powerful student-centered teaching tool that brings real-life situations into the classroom. This paper describes variations and insights that emerge from the experiences in teaching cases using diverse online and in-class available technologies. Cases can impart pedagogic outcomes such as critical thinking, communication, and interpersonal skills in addition to depth and multidisciplinary breadth of content. The case method serves to bridge the gap between theory and practice, and impart pedagogic outcomes such as critical thinking, communication, and interpersonal skills in addition to depth and multidisciplinary breadth of content.

Given the ubiquitous nature of technology supporting pedagogy, this article highlights how technology may be applied to the case study method. Different teaching approaches (hybrid and fully online approach) facilitated by technology supports a range of learning environments with additional advantages from group interaction and synchronous presentation tools. It is also relevant that the use of modern technology will give tomorrow’s leaders the advantage of having learned in the same environment in which they will work.

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Best Practices for Teaching Accounting Courses Online

This article discusses the best practices in teaching and learning online accounting courses in the second largest, private, nonprofit, and accredited institution of higher learning in California. The university offers a unique one-course-a month format that caters to the needs of working adults with average age of thirty three years. The flexible online degree programs enable students to complete their degree programs in a highly intensive and accelerated time frame. This piece of research provides strategies and techniques that result to more effective and efficient teaching/learning in the Bachelor of Science in Accountancy program. It includes topics such as course outline, program learning outcomes mapped to institutional learning outcomes, specific courses and related course learning outcomes, asynchronous threaded discussion, synchronous live chat sessions, and grading factors in the assessment of students’ achievement in the course. It is hoped that this research will contribute to a more productive learning and teaching experience in the global virtual classrooms.
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Collaboration in an A+ Setting

Guest Contributor: Melisa ‘Joey’ Bryant, Forsyth Technical Community College (Winston-Salem, North Carolina). Teaching hardware classes, specifically certification courses, such as an A+ course, can be challenging on the best of days. Not only do we have to concentrate on the requirements of the class, we must also make sure we are covering the certification exam requirements. We can be so focused on these requirements that collaboration between students becomes secondary. Throw in the challenge of an online class and it becomes more difficult still. At Forsyth Technical Community College, we offer our A+ Hardware and A+ Software classes Read More…


Community Building: Student Engagement in Online Classrooms

For college students who either need or prefer to take online classes, the benefits are endless. However, certain challenges arise that instructors of online courses always strive to overcome. One such example is that community building in online classrooms can be much more challenging than in-person classrooms. To learn more about the need for collaboration in the online classroom setting, Cengage Learning surveyed thousands of college students about how they collaborate in their online courses. Read More…


Seven Reasons the Flipped Classroom Matters

Guest Contributors: Marc Alan Sperber, MS and Craig Dane Roberts, PhD, both of Duke University. Evidence supports that active learning environments help to improve student’s grades and reduce the number of failing students. Further evidence supports that certain flipped classroom models can enable students to reach the highest levels of learning as they actively and collaboratively focus on solving complex real-world problems during class sessions. Marc Sperber and Craig Roberts work with faculty at Duke University and beyond to help them employ an approach to the flipped classroom that provides instructors with a framework for achieving the Seven Principles Read More…


Instructors and Students Tap into MindTap to Boost Engagement and Learning

Motivating and engaging students has always been a challenge for higher education instructors, and with today’s learners — who use, and often demand, solutions that support their unique study needs and preferences — it can be particularly difficult. Administrators are concerned, too, because engaged students are often the successful students, and student success is increasingly vital these days. Why? Institutions, faced with economic pressures and a job skills gap, have a high stake in enrolling new students, keeping them engaged so they persist and graduate, and arming them with skills to think critically in both their academic and professional careers. Read More…


Let’s Give Them Something to Talk About! … How About What REALLY Works in Online Course Discussions

Guest Contributor: Bridgett McGowen-Hawkins, Senior Professional Educator, TeamUP Cengage Learning Peer-to-Peer Faculty Development. Online course discussions can oftentimes seem like anything but.  You post discussion questions, students post responses, and a few classmates comment with “I agree!”  Frankly, it does not feel like much of a discussion.  Here are three ideas to change that. 1.  Ask B.O.S.S. questions!:  *Aim to ask involving discussion questions, (DQs) questions that bring out serious substance (B.O.S.S.), questions that require divergent thinking and/or evaluative thinking, not DQs that require convergent thinking and standard answers that do not call for creativity.   Consider “In what ways are Read More…


EDUCAUSE 2014: Our Top Five Hot Topics to Watch

As EDUCAUSE 2014 approaches, our excitement grows ever stronger. The atmosphere always energizes us, and gets us even more enthusiastic about the ways we can work together to transform the learning experience for today’s students. Before we pack our bags, we’ve been scanning the schedule, and we’ve noted some of our “topics to watch” at the conference. We’ve shared them below. What topics are you going to follow and engage with at EDUCAUSE 2014? Let us know in the comments!

Hot Topics in IT and Education—Covered at EDUCAUSE 2014

Learning Management Systems. No surprise—but Learning Management Systems will continue to Read More…


Maximizing Learning in a Mini-Mester

Guest Contributor: Audrey A. Wick, Blinn College (Texas). Like many institutions, mine has followed the trend of offering accelerated courses. The idea is simple: help students focus on a singular class by offering it in a shortened (two-to-four week) format. Their engagement can be maximized through exclusive attention on the subject matter, and motivated students can thereby succeed. The instructional challenge, however, with this type of course in the online environment is the frontloading. The class has to be mapped-out clearly so that time is capitalized and expectations are evident.  Every day is precious, and because there are Read More…


Tips for Online Students: Make it a Successful School Year!

The students in your online classes may start out with energy and enthusiasm… but as the term progresses, they may appreciate some strategies that they can use to bolster their motivation and complete the term (and school year) on a successful note. In their book E-Learning Companion: A Student’s Guide to Online Success, Fourth Edition, Ryan Watkins and Michael Corry provide suggestions for taking control of your learning in an online course or program. We’ve summarized them below. Share this post with your students if they’re looking for a bit of encouragement and inspiration at this point in the term!

Six

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