Jul 14
The prompt asks us to describe our initial thoughts on designing an entire course or a single assignment, and my very first reaction is included in the subject line. Having said that, I think I need to clarify – I’m thinking mostly about the undergraduate prerequisite science courses that I’ll be responsible for in the …
Jul 06
Two things motivate me to want to teach in the online classroom. One is that so much instruction is moving online and I need to be part of that to stay relevant. While I am not sure I will ever have a credit course to teach online, I still want to know HOW to teach …
Jul 06
I am motivated to teach “in the online classroom,” as Leah describes it, by several factors, some external and some internal. Several have mentioned in their posts their desire to keep up-to-date, to be able to use some of these resources/ module formats in their face-to-face courses, and to be able to reach a wider …
Jul 05
1. The particular class I have been asked to teach on-line is a new DMin program in which our students will not be in residence here at Emory. They are practitioners who are working full-time while enrolled in this degree program. The on-line format enabled them to continue their education, so it feels like a …
Jul 05
When I reflect on the readings and question what motivates me to teach online, I think there is a basic justice issue that comes to the forefront. If my class is online, it could ultimately be offered to anyone regardless of location and social standing. In the traditional classroom, especially at a place like Emory, …
Jul 03
In their essay, “Teaching Time Investment: Does Online Really Take More Time than Face-to-Face? “ (http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/1190/2212, accessed June 27, 2014), Rebecca Van de Vord and Korolyn Pogue discuss the difficulty of trying to determine whether online teaching is more or less time intensive than conventional classroom teaching. They admit that variables for such an analysis …
Jul 01
Yes, it’s exciting to me: an online course will allow learners who cannot attend F2F courses to benefit from what we teach. Even if I design online learning modules (different from an entire course), this will improve the efficiency and effectiveness of F2F: it will free up time for more meaningful interactions and engagement with …
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