��;ks�8��+pܺ��Z��S��q��=�co�T I�AR!(��H��Hۓ��,>�Fw�_h4��{��O�"��!��`��A�(;2D�d��Ytwd��g�/�~?�/͘��;��|#��Ai��4�t�E1�6t��~�C�|��TDk��[#� ��'�*s�_'�GA��t��Q%�r��P��,]%!�oR�Ⱟ�5l��1��`�1�خ��I_�~d?�3�y�'��T�I��D�'��DWù�~��}6z��]&��)�"gG�w,^~�Az��D�+ P-Q��xn�N��?��Exz��8w��wW��6��7�fv3[ܝ�ޤ�}�:�W�@|N��Ż�+6��&��9\�'V��z��G��3�|�K�=��,y3Ȯ�O�"��çL�קW�/��ܳ^|y~9�?��Oo�o.>�>��/ή�5Y��d��Kjb��W�,|��{d�*K��&��%��`�y��f�A�<2�t ��}�2͢y�K.y�HE��G2�tm{T@LLh��JP�&I��Lp�(��i�B�\/�pY�[IJ��r��^^��+��p��&aK�/�\�SX�#��q\��CV��o��ב\A�<1 !�B� V�M'�&ZR�D��.��)AD�b��g�[ǁ�0Z� ƈtNA��5�T�!�e9��,P*dQ��C)Œg�v�F%�:�Q8t��g�W_Vh0�ѲM�8*��}; Y��%�"�X�w%P8�@��}Z��"��Q��S9��SK��4 �p�@Ɩ��(U�pt��߹0��`�:��U��S��F�q��q��:IK1�I_9�Uօg7��T�-�e0�_�kW1�^v�J܉��#6^0��k��\��PT[��B).��M�VL/�r�� 5�;o�5�ZP;��TQ��7m�S.�o�<��*��ۡ�Yq�Q��{%B%�)ג33�]#F��牫�N}* �m�)k.*�0�cuR��4g9Lr��pU��W�� V �>�v�E��*��p�Ii��b��<��#��+��t �/��h��s��v��M%2�3kE2}�(�a�:�JeX��uL��{։e�=1�yx�4�=9c�kz'#��|Ӂ�߳��=~�9��΁��2�U`�.��/�zX8Se4uF$�I�p�Ay�a��~�؁U��u,ča�F`u��@#c֖�A�� @6�-��X�3G�pb�X��[I�Yu��2٣+ɮO?��׳4��J�5��Z9��ږ2��kc��NS�@��juJo�U�'G��N7��^��^cQ��r��0�c��F�I4|��J��RQ�6��Z��4��ǒ�鏉=4}AЁ��1=��a[�m,��ш�0 �Ed�:��s�#��9v��}��[�>��4=˦�;0�5�nzC`FG��B�?jƂ��'@ȁ��dH\KMP��s�>"%��P��l₟��Q�8#� �� j,D�g3��>W��,��1��D��}�R[ϫ�ߞ�5⸎�e(��G^��{W�e ��-�W�Z��RUC�G�\��K.�޸��c�$��ϊ��j~�>6��/��W�; ?��a��g�M��W��/@ϊ�?`

North America

Michael Crow, president of ASU, shares his thoughts on universities' digital transformation

ASU president Michael Crow on the future of online learning in higher education

Michael Crow, president of Arizona State University, speaks to THE editor John Gill about the future of higher education in a digital world

Michael Crow

Arizona State University

Use digital technologies to enhance student support services

Evolution not revolution: strengthening student services online

Digital technologies are more than a short-term emergency tool; they provide an opportunity to enhance student support services long after a return to campus, explain Steven Goss and Amy Greenstein

Steven Goss, Amy Greenstein

Manhattan College, Metropolitan College of New York

How to design online courses and assessments to minimise plagiarism and cheating

Fair assessment: tackling the rise in online cheating

The move to online learning has seen a big increase in academic misconduct such as plagiarism. Camilla Roberts explains how careful planning of online teaching and assessment can minimise cheating

Camilla Roberts

Kansas State University

Create online courses with equity at their heart to bridge the digital divide

Bridging the digital divide: online courses with equity at their core

Otito Iwuchukwu talks about how to take an equity-first approach to delivering online courses to ensure all students can access the resources they need and have their voices heard

Otito Frances Iwuchukwu

Fairleigh Dickinson University

Basic principles for keeping digital communications clear and concise to avoid information overload for students

Efficient communication that avoids overloading students or staff

Constant upheaval has left many university staff and students feeling overwhelmed. Wendy Zajack talks through basic principles for keeping digital communications clear and concise to avoid information overload

Wendy Zajack

Georgetown University

How to create human connection when teaching online

Instructors teaching online must take steps to connect with their students via digital channels and compensate for the loss of natural face-to-face cues and communication. Flower Darby explains how

Flower Darby

Northern Arizona University

How to create a centralised online advice resource for instructors moving their courses online

Creating a centralised advice resource to help faculty adapt to new teaching modalities

To assist staff in adjusting courses to new online and hydrid teaching modes, the University of Arizona created a centralised information and advice resource. Here is a summary of how they did it and the key considerations and lessons learned

Ingrid Novodvorsky , Lisa Elfring

University of Arizona

Step away from your screen over the Christmas break

Five ways to embrace a non-traditional end to a non-traditional year

The overhaul of higher education due to Covid-19 has made 2020 a very challenging year for university staff. Wendy Zajack offers advice on how faculty can put the Christmas break to good use and return feeling refreshed for 2021

Wendy Zajack

Georgetown University

Students learning online must be encouraged not to fear getting things wrong

Give students confidence to 'be wrong, loudly’ in online classes

For students to learn effectively online, they must be willing to get things wrong and be corrected. But speaking up in an online class can be intimidating so instructors must take active steps to promote fearless class participation, explains Riley Lovejoy

Riley Lovejoy

University of Alabama

The art and science of online discussion forums

Online discussion forums are an effective way to ensure remote students engage critically with their subjects but require careful thought and planning by instructors, as Karen Srba explains

Karen Srba

Saint Francis University

Advice for stressed academics on managing workloads

This is not normal: advice for stressed academics

With the overhaul of teaching, soaring workloads, childcare demands and other challenges presented by Covid-19, many academics are at risk of burn-out. Psychology professor Jay Van Bavel outlines steps that stressed lecturers can take to manage workloads

Jay Van Bavel

New York University

How to incentivise students to complete their reading when teaching online

Pausing playback: training students to read and take notes in online classes

Reading and note-taking are vital to learning, but are too easily overlooked by remote students. Steven Mintz explains how you can boost students’ motivation to read and take notes during online classes

Steven Mintz

University of Texas at Austin

Engaging students in readings and microlectures

Three online teaching experts share advice for motivating students to read and engage with microlectures online, then answer questions on key challenges during this ACUE webinar

Ludwika Goodson, Catherine Haras, Flower Darby

LG Education Consulting , Cal State LA, Northern Arizona University

Recording effective microlectures

Two online teaching experts share advice on producing and using effective microlecture videos to keep students interested and engaged with online courses in this ACUE webinar

Michael Wesch, Viji Sathy

Kansas State University, University of North Carolina at Chapel Hill

How to plan and facilitate student discussions via online classes

Planning and facilitating quality discussions

Three online teaching experts share advice on how to foster quality discussions among students online to aid learning during this ACUE webinar

Flower Darby, Viji Sathy, Ludwika Goodson

Northern Arizona University, University of North Carolina at Chapel Hill , LG Education Consulting

Designing online courses for effective remote teaching and learning

Organising your online course

Three digital teaching experts share advice on how to organise an online course effectively and answer questions about some key challenges during this ACUE webinar

Alyson Snowe, Michael Wesch, April Mondy

Community College of Rhode Island, Kansas State University, Delta State University

Managing your online presence

Three remote teaching experts share advice on building an authentic and engaging instructor presence online to support effective communication with students during this ACUE webinar

Flower Darby, Kevin Gannon, April Mondy

Northern Arizona University, Grand View University, Delta State University

Guidance on creating a welcoming online learning environment for students

Welcoming students to your online environment

Three online teaching experts share advice on creating a welcoming virtual learning environment for students then answer questions about transitioning to remote courses during this ACUE webinar  

Flower Darby, Kevin Gannon, Michael Wesch

Northern Arizona University, Grand View University, Kansas State University, ACUE

Strategies for scaling up quality online courses in higher education

As remote and blended learning models look set to remain in place, universities need to consider how to scale online courses while maintaining quality. Michael Fried and Jenna Joo outline three effective scaling strategies

Michael Fried , Jenna Joo

Ithaka S+R

University leaders discuss the challenges and lessons from rapidly moving their services online

On the leading edge? Transitioning to digital campuses during a global crisis

Four university and college leaders share insight on transitioning to digital services during the Covid-19 pandemic and discuss what they have learned

Douglas Becker, Freeman Hrabowski, Susan McCahan, Thuy Thi Nguyen

Cintana Education, University of Maryland Baltimore County, University of Toronto, Foothill College

Activating internal student motivation through curiosity when teaching online

Curiosity: activating internal student motivation when teaching online

Appealing to students’ curiosity boosts their motivation to learn. Jose Vazquez explains how educators can use this in their online teaching strategies

Jose Vazquez

University of Illinois at Urbana Champaign

Three questions to ask when selecting new technology for online teaching

Three questions to ask before using a new digital resource

What should educators consider before adopting a new digital resource to support their online teaching? Michael Windelspecht outlines three key questions to ask

Michael Windelspecht

Inspire Edventures

Creating instructional videos that works for remote learning

Instructional videos: Creating multimedia that works for learning

Best practice in creating instructional videos that efficiently impart knowledge to students learning remotely, from Judy Brooks

Judy Brooks

Carnegie Mellon University

Engage remote students by developing an authentic voice for your online classes

Instructor presence: How to engage students through building an authentic ‘voice’

Lessons in how to use an authentic instructor voice to keep students engaged when teaching remotely, from Shannon McCarty of National University

Shannon McCarty

National University

Efficient and effective assessment of written work remotely

Hear about some tried and tested methods for effective assessment of written work when teaching online from Sara Clarke and Katy Dumelle of Oregon State University

Sara Clarke, Katy Dumelle

Oregon State University

Why a flipped classroom approach to online teaching is so effective

Using an adaptive active model to promote student success

Susan Holecheck explains why flipping the traditional classroom teaching model with an adaptive active learning approach has proven so effective at Arizona State University

Susan Holecheck

Arizona State University

Using evidence based practices in online course design

Ask the experts: Evidence-based practices in online teaching and learning

Find out about using evidence-based practices in online teaching and learning in this Q&A with Ryan Luke, programme director for adaptive learning at the University of Louisville

Ryan Luke

University of Louisville

Ask the experts: Evidence-based practices in digital learning

Learn about how and why to apply evidence-based practices to digital learning in this Q&A with Nina Araujo, instructional designer at Northeastern University

Nina Araujo

Northwestern University

Engaging students online when teaching remote courses

Expert Q&A: Engaging students online – every learner, everywhere

Patricia O’Sullivan, project coordinator of academic innovation at the University of Mississippi, offers insight on engaging students in the online environment

Patricia O’Sullivan

University of Mississippi

Expert Q&A: Designing online classes

Brandon Karcher, instructional technology manager at Bucknell University, and Douglas Wilson, instructional designer at Dallas College, answer fellow academics’ questions about how best to design online classes

Brandon Karcher, Douglas Wilson

Bucknell University, Dallas College

Engaging learnings across modalities in online classes

Expert Q&A: Active learning – engage learners across modalities

Peter van Leusen, director of adaptive and personalised learning at Arizona State University answers questions on how to engage students when teaching across different modalities

Peter van Leusen

Arizona State University

Creating a home studio to record engaging online classes

Building an effective home studio for remote teaching

Recording classes well from home can be a challenge but by getting the basics right you can create a simple studio set up which will support effective online teaching. Here, Sean Willems explains how

Sean Willems

University of Tennessee, Knoxville

How to build outstanding pedagogy for zoom teaching

How to build outstanding pedagogy for teaching via Zoom

Too many educators still view online as a second-rate form of teaching, but it does not have to be. In this video, Stephen Hersh offers advice on how to offer first-class teaching via Zoom

Stephen Hersh

Northwestern University

How to establish a robust quality framework to ensure top quality remote teaching

Establishing a robust quality framework for online education

How can universities monitor and guarantee the quality of their online courses? Here Geo Laws talks about how establish a robust quality framework for online teaching

Georgianna Laws

United States Distance Learning Association

Tackling fake news claims about online teaching and learning

Tackling ‘fake news’ in online education

Higher education remains awash with claims and theories that are backed by little evidence. Here, Celia Popovic and Fiona Smart debunk some of the more common ‘fake news’ myths in relation to teaching and look at how to apply this knowledge in online courses

Celia Popovic, Fiona Smart

York University, Edinburgh Napier University

Teachers stay present - don't take yourself out of your online classes

In defence of old-school teaching during a worldwide crisis

The rapid move to online teaching risks lecturers becoming over reliant on technology and steadily disappearing from their own courses. Here Glenn Geher argues the case for instructors remaining at the heart of their classes and only using technology to support their teaching

Glenn Geher

State University of New York at New Paltz

Advice on designing online courses with lots of interactive elements boosts engagement

Transform engagement: Interaction and online course design

Advice on designing online courses with lots of interactive elements to boost engagement from Michele Hampton, professor at Cuyahoga Community College

Michele Hampton

Cuyahoga Community College

Think-pair-share: how to structure online classes

When students discuss ideas and learn from one another, they absorb far more, which is the rationale behind the think-pair-share teaching model. Here José Guzman explains how he translated this to the online setting

José Guzman

University of Washington

Illustration of students interacting with the web

Top five strategies for integrating active learning into virtual classes

It is all too easy for remote learning to become a passive experience for students, sitting on their own at home. Here Steven Mintz outlines some strategies for ensuring students remain actively engaged with their online courses

Steven Mintz

University of Texas at Austin

Rules to put in place to keep students engaged in the virtual learning environment

The rules of engagement for virtual learning

It can be a challenge to keep students’ attention from wandering when teaching online. Here Bill Boulding talks through key rules to put in place to keep everyone engaged in the virtual learning environment

Bill Boulding

Fuqua School of Business, Duke University

How universities can harness technology to address systemic inequities and build anti-racist practice in digital learning

Anti-racist practice for digital and online learning

Jessica Rowland Williams, director of Every Learner Everywhere, looks at how institutions can harness technology to address systemic inequities through digital learning

Jessica Rowland Williams

Every Learner Everywhere

How universities have tried to enhance the student experience after moving virtually all their campus activities online

THE Student success forum: taking student life online

Student affairs leaders from four US universities share insight on how they enhanced the student experience after Covid-19 forced virtually all their campus activities to move online

Martino Harmon, Erin Hoffman Harding, Nancy Young, Beth McCuskey

University of Michigan, University of Notre Dame, University of Maryland Baltimore County, Purdue University

Ask the experts: What faculty need to know when designing online courses

Find out what faculty need to know when moving their courses online in this Q&A with Kayla Jutzi, instructional designer at Tulane University

Kayla Jutzi

Tulane University

Illustration of interacting with the web at home

Expert Q&A: Equity-first instruction

Otito Frances Iwuchukwu, assistant professor at Fairleigh Dickinson University, answers questions on how to take an equity-first approach to online teaching

Otito Frances Iwuchukwu

Fairleigh Dickinson University

Use videos to boost instructor presence when teaching online

Affecting connecting: High instructor presence through videos

Liza Hita shares important lessons on using videos as a way of boosting instructor presence when teaching online

Liza Hita

Arizona State University

Online course design using strong pedagogy

Expert Q&A: Course design with strong pedagogy

Sophia Strickfaden, eLearning technologist for Colorado Colleges Online, talks through how to design online courses with strong pedagogy

Sophia Strickfaden

Colorado Community Colleges

Expert Q&A: Ensuring quality online – every learner, everywhere

Penny Ralston-Berg, senior instructional designer at Penn State World Campus, discusses how to ensure quality in digital teaching and learning

Penny Ralston-Berg

Penn State University

Balancing the needs of students, faculty and institutions when designing online courses

Students, faculty members and institutions all have different goals from their teaching and learning programmes. Thomas Cavanagh explains how to balance the needs of key stakeholders when developing online courses

Thomas Cavanagh

University of Central Florida

1 ...13 14

North America

.css-1ndcrd1{overflow:hidden;overflow-wrap:break-word;max-height:108px;text-indent:0px;}ASU president Michael Crow on the future of online learning in higher education

Evolution not revolution: strengthening student services online

Fair assessment: tackling the rise in online cheating

Bridging the digital divide: online courses with equity at their core

Efficient communication that avoids overloading students or staff

How to create human connection when teaching online

Creating a centralised advice resource to help faculty adapt to new teaching modalities

Five ways to embrace a non-traditional end to a non-traditional year

Give students confidence to 'be wrong, loudly’ in online classes

The art and science of online discussion forums

This is not normal: advice for stressed academics

Pausing playback: training students to read and take notes in online classes

Engaging students in readings and microlectures

Recording effective microlectures

Planning and facilitating quality discussions

Organising your online course

Managing your online presence

Welcoming students to your online environment

Strategies for scaling up quality online courses in higher education

On the leading edge? Transitioning to digital campuses during a global crisis

Curiosity: activating internal student motivation when teaching online

Three questions to ask before using a new digital resource

Instructional videos: Creating multimedia that works for learning

Instructor presence: How to engage students through building an authentic ‘voice’

Efficient and effective assessment of written work remotely

Using an adaptive active model to promote student success

Ask the experts: Evidence-based practices in online teaching and learning

Ask the experts: Evidence-based practices in digital learning

Expert Q&A: Engaging students online – every learner, everywhere

Expert Q&A: Designing online classes

Expert Q&A: Active learning – engage learners across modalities

Building an effective home studio for remote teaching

How to build outstanding pedagogy for teaching via Zoom

Establishing a robust quality framework for online education

Tackling ‘fake news’ in online education

In defence of old-school teaching during a worldwide crisis

Transform engagement: Interaction and online course design

Think-pair-share: how to structure online classes

Top five strategies for integrating active learning into virtual classes

The rules of engagement for virtual learning

Anti-racist practice for digital and online learning

THE Student success forum: taking student life online

Ask the experts: What faculty need to know when designing online courses

Expert Q&A: Equity-first instruction

Affecting connecting: High instructor presence through videos

Expert Q&A: Course design with strong pedagogy

Expert Q&A: Ensuring quality online – every learner, everywhere

Balancing the needs of students, faculty and institutions when designing online courses

ASU president Michael Crow on the future of online learning in higher education