This document discusses strategies for helping open campus and online students succeed. It provides statistics about FSCJ students, noting that many are non-traditional, older students pursuing a variety of goals. It recommends applying principles of andragogy, or adult learning theory, such as involving students in planning, relating to their experiences, and making the learning relevant. Some strategies suggested are creating a more social classroom environment, having a clear course structure, and organizing materials in a user-friendly way. Faculty are encouraged to continually improve and try new approaches to meet varied student needs.
Presentation by Angus Davis to current and former members of the Board of Directors of the Rhode Island Foundation. May 21, 2009. Adapted from a presentation of national significance by Whitney Tilson with additional Rhode Island-specific research by Angus Davis, member, Board of Regents for Elementary and Secondary Education, State of Rhode Island.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Presentation by Angus Davis to current and former members of the Board of Directors of the Rhode Island Foundation. May 21, 2009. Adapted from a presentation of national significance by Whitney Tilson with additional Rhode Island-specific research by Angus Davis, member, Board of Regents for Elementary and Secondary Education, State of Rhode Island.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
These are the handouts for a workshop I did for parents at the Rise and Shine Expo in the Republic of Singapore on September 28, 2013. The title of the workshop was: ''Eight Ways of Teaching: How to Teach Practically Anything Using Multiple Intelligences''
The Achievement Gap in Online Courses through a Learning Analytics LensJohn Whitmer, Ed.D.
Presentation at San Diego State University on April 12, 2013.
Educational researchers have found that students from under-represented minority families and other disadvantaged demographic backgrounds have lower achievement in online (or hybrid) courses compared to face-to-face course sections (Slate, Manuel, & Brinson Jr, 2002; Xu & Jaggars, 2013). However, these studies assume that "online course" is a homogeneous entity, and that student participation is uniform. The content and activity of the course is an opaque "black box", which leads to conclusions that are speculative at best and quite possibly further marginalize the very populations they intend to advocate for.
The emerging field of Learning Analytics promises to break open this black box understand how students use online course materials and the relationship between this use and student achievement. In this presentation, we will explore the countours of Learning Analytics, look at current applications of analytics, and discuss research applying a Learning Analytics research method to students from at-risk backgrounds. The findings of this research challenge stereotypes of these students as technologically unsophisticated and identify concrete learning activities that can support their success.
Challenges of Virtual Learning A Insight on Management Educationijtsrd
Education is the method of facilitating learning, or the acquisition of knowledge and development of the abilities of the mind. Education implies to discipline and development by means of study and learning. One of the foremost crucial benefits of education is that it improves personal lives and helps the society to run smoothly. Covid pandemic has created a great challenge on this educational sector and there was a sudden shock to both the teachers and the students not knowing what to do and this challenge paved way to virtual learning or online classes which was both challenging to students and their facilitators.With the advent in technology and with the perpetual increase in the strength of the students and the number of departments in the educational institutions, it is laborious to exchange the study materials between the students and the faculties. The main objective of the E Learning is to help the students get over the traditional methods of learning and make them accustomed to the internet .But the question remains how far the students and the faculties were able to adopt them self to the sudden shift and cope up with the changes .This paper tries to provide an insight on the challenges faced by the students what was their expectation and perception. This research paper helps both the students and the teachers to know the challenges covid laid on Teaching learning process and the quality of facility learning for growth to survival. Dr. Veena Santhosh Rai | Shika Dechamma "Challenges of Virtual Learning - A Insight on Management Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47771.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/47771/challenges-of-virtual-learning--a-insight-on-management-education/dr-veena-santhosh-rai
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...Tanya Joosten
ELI Leadership Seminar, 2016, San Antonio TX
The ELI Leadership Seminar, "Promoting a Sustainable and Effective Teaching and Learning Ecosystem via Research Proven Practice," is an extended learning opportunity threaded throughout the annual meeting program. The goals for this seminar are to:
Enable quality teaching and learning through evidence-based faculty development to diffuse proven instructional interventions and practices
Discover ways to gather evidence using a research model for online learning, including key research questions driving inquiry
Explore different research designs (experimental and survey with data mining) for studying teaching and learning innovations
Develop a research plan for your program or institution that will assist in identifying effective instructional and institutional practices in blended and online learning
Identify potential methods of effectively engaging faculty in teaching and researching innovations in student learning
Learn about institutional mechanisms that can impact quality in teaching and learning, particularly in blended and online environments
Enable participants to network with peers interested in promoting effective teaching and learning through research on blended and online programming at universities
Participants, both new and experienced, will benefit from peer interaction and the opportunity to network and engage with leaders during small group discussions. Participants will meet with, share with, and learn from a cohort of peers from a wide range of positions supporting teaching and learning from different types of higher education institutions.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
K12 Online Learning: What we Know Now -- SLATE Conference 2010Jeffrey Hunt
With online learning growing across the P-20 spectrum, this session will outline what we are learning about our online students and what they are telling us about their learning online. Indian Prairie offers several online courses for students to prepare them for future learning in higher education, the business world, or in the service to their country. The presentation includes results of demographic analysis of students and survey results of student learning.
These are the handouts for a workshop I did for parents at the Rise and Shine Expo in the Republic of Singapore on September 28, 2013. The title of the workshop was: ''Eight Ways of Teaching: How to Teach Practically Anything Using Multiple Intelligences''
The Achievement Gap in Online Courses through a Learning Analytics LensJohn Whitmer, Ed.D.
Presentation at San Diego State University on April 12, 2013.
Educational researchers have found that students from under-represented minority families and other disadvantaged demographic backgrounds have lower achievement in online (or hybrid) courses compared to face-to-face course sections (Slate, Manuel, & Brinson Jr, 2002; Xu & Jaggars, 2013). However, these studies assume that "online course" is a homogeneous entity, and that student participation is uniform. The content and activity of the course is an opaque "black box", which leads to conclusions that are speculative at best and quite possibly further marginalize the very populations they intend to advocate for.
The emerging field of Learning Analytics promises to break open this black box understand how students use online course materials and the relationship between this use and student achievement. In this presentation, we will explore the countours of Learning Analytics, look at current applications of analytics, and discuss research applying a Learning Analytics research method to students from at-risk backgrounds. The findings of this research challenge stereotypes of these students as technologically unsophisticated and identify concrete learning activities that can support their success.
Challenges of Virtual Learning A Insight on Management Educationijtsrd
Education is the method of facilitating learning, or the acquisition of knowledge and development of the abilities of the mind. Education implies to discipline and development by means of study and learning. One of the foremost crucial benefits of education is that it improves personal lives and helps the society to run smoothly. Covid pandemic has created a great challenge on this educational sector and there was a sudden shock to both the teachers and the students not knowing what to do and this challenge paved way to virtual learning or online classes which was both challenging to students and their facilitators.With the advent in technology and with the perpetual increase in the strength of the students and the number of departments in the educational institutions, it is laborious to exchange the study materials between the students and the faculties. The main objective of the E Learning is to help the students get over the traditional methods of learning and make them accustomed to the internet .But the question remains how far the students and the faculties were able to adopt them self to the sudden shift and cope up with the changes .This paper tries to provide an insight on the challenges faced by the students what was their expectation and perception. This research paper helps both the students and the teachers to know the challenges covid laid on Teaching learning process and the quality of facility learning for growth to survival. Dr. Veena Santhosh Rai | Shika Dechamma "Challenges of Virtual Learning - A Insight on Management Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47771.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/47771/challenges-of-virtual-learning--a-insight-on-management-education/dr-veena-santhosh-rai
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...Tanya Joosten
ELI Leadership Seminar, 2016, San Antonio TX
The ELI Leadership Seminar, "Promoting a Sustainable and Effective Teaching and Learning Ecosystem via Research Proven Practice," is an extended learning opportunity threaded throughout the annual meeting program. The goals for this seminar are to:
Enable quality teaching and learning through evidence-based faculty development to diffuse proven instructional interventions and practices
Discover ways to gather evidence using a research model for online learning, including key research questions driving inquiry
Explore different research designs (experimental and survey with data mining) for studying teaching and learning innovations
Develop a research plan for your program or institution that will assist in identifying effective instructional and institutional practices in blended and online learning
Identify potential methods of effectively engaging faculty in teaching and researching innovations in student learning
Learn about institutional mechanisms that can impact quality in teaching and learning, particularly in blended and online environments
Enable participants to network with peers interested in promoting effective teaching and learning through research on blended and online programming at universities
Participants, both new and experienced, will benefit from peer interaction and the opportunity to network and engage with leaders during small group discussions. Participants will meet with, share with, and learn from a cohort of peers from a wide range of positions supporting teaching and learning from different types of higher education institutions.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
K12 Online Learning: What we Know Now -- SLATE Conference 2010Jeffrey Hunt
With online learning growing across the P-20 spectrum, this session will outline what we are learning about our online students and what they are telling us about their learning online. Indian Prairie offers several online courses for students to prepare them for future learning in higher education, the business world, or in the service to their country. The presentation includes results of demographic analysis of students and survey results of student learning.
The goal of this project was to ascertain students' opinions of the ISU College of Business in the areas of class offerings, advising, clubs, faculty, campus and community involvement, professional development, value of a business degree, and the overall COB facility. This was accomplished by the creation and distribution of a survey in fall 2014, and analysis of the survey in spring 2015. Based on the analysis, recommendations for future research and improving student experiences at the College of Business are discussed.
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
Study Habit in Remote Learning Education: A Basis for Teachers Modern Pedagog...IJAEMSJORNAL
According to the study of Korir, D. and Kipkemboi F. (2014), School as a second home has a solid relationship to the academic performance of the students. However, because of the pandemic, home seems to become the second School of the students, affecting their study habits. Thus, this study was conducted to determine the factors that affect the students' study habits at the tertiary level using remote learning mode of education. The study used a descriptive-quantitative research design, and a self-made questionnaire is a primary tool in gathering data. Simple statistical tools were used to interpret the data. A total of 375 students from Nueva Ecija University of Science and Technology – San Isidro Campus, San Isidro Nueva Ecija, Philippines 3106 are the study respondents. The results show that students used their free time to study, and most of them use 2 hours and above to study, which shows why most students are able to cope with the current education model. It also shows that the students' environment dramatically affects the study habits of the students, thus, another reason why most students are struggling to survive in their online/remote learning mode of education.
Data-Driven Decision Making in Addressing Study Abroad BarriersCIEE
Data drives decision-making at the highest levels of institutional leadership. This session will use a case of one institution to explore how its global education center collaborates with its institutional research office to determine barriers to studying abroad and compete for campus resources. Using actual data, panelists will guide roundtable discussions on moving from anecdotal observations through data analysis to policy decisions by senior administrators. Information will be provided about how to work with data, what types of data your institutional research office can provide, and how a chief academic officer makes decisions on academic priorities and resource allocation.
Advocating School Intervention Program among Junior High Studentsijtsrd
The research was conducted at Matab ang National High School Toledo City Division -Region VII as a bases for an action plan for “Advocating School Intervention Program among Junior High students in Matab ang National High School, Matab ang Toledo City Cebu and the Scheme of Implementation of the Student’s Intervention Program of Matab ang National High School and evaluated on the level of students intervention program implementation in terms of Therapy Programs, Intervention Team Approaches, Supplemental Programs, Community Home School Partnership Programs and Whole School Reform Programs. Descriptive method was used. Questionnaires were given to 10 teachers and 240 students for evaluation. Gathered data were treated using total weighted points, weighted mean, and t test. Based on the findings and after a careful analysis and interpretation of the study, it is concluded that the ““Advocating School Intervention Program among Junior High in Matab ang National High School, Matab ang Toledo City Cebu and the Scheme of Implementation of the Student’s Intervention Program of Matab ang National High School”. It was recommended that this study has identified the following key aspects of intervention for improving the literacy skills of students 1. promoting positive relationships between teacher and students by providing a designated teacher for intervention 2. providing at least three to five sessions of explicit intensive instruction per week 3. using experienced literacy teachers to facilitate the intervention 4. maintaining flexibility within the program to address changes in individual students’ interests and needs 5. working with other teachers to extend support into mainstream classes 6. monitoring and collecting evidence of students’ skills using a range of procedures 7. ensuring whole school support for the program and for literacy improvement and 8. allocating a warm, inviting room for withdrawal sessions. Maria Katrina S. Macapaz "Advocating School Intervention Program among Junior High Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49567.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49567/advocating-school-intervention-program-among-junior-high-students/maria-katrina-s-macapaz
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. The Traditional University…
Often focuses on 18-22 year-olds with parental
support, immediately transitioning from high school to
college.
Often focuses on strategies for engaging students on a
face-to-face basis
Often focuses only on students on Bachelor’s and
Graduate school tracks
4. But FSCJ Is Not a Traditional
University, and Open Campus Is…Online!
With a background as an open-access community
college, FSCJ enjoys much diversity among our students
FSCJ aims not only to graduate students with Associate’s
and Bachelor’s degrees, but also to remediate, prepare
students for college level work, acclimate students to the
world of higher ed, accommodate non-traditional
students, and prepare students for vocations
6. Full-Time Enrollment Online
Unduplicated students in online courses (n=21,480)
Academic Year 2010/2011 (terms 20111, 20112 and 20113)
1,310
1,400
1,200
1,000
800
600 348
400
200 39
0
Fall
Spring
Summer
Source: JIRA Data Report – October 2011
7. Part-Time Enrollment Online
Unduplicated students in online courses (n=21,480)
Academic year 2010/2011 (terms 20111, 20112 and 20113)
13,385
14,000
12,000
10,000
8,000 5728
6,000
4,000 1804
2,000
0
Fall
Spring
Summer
Source: JIRA Data Report – October 2011
8. Degree Completers
Number of students who took online courses to complete their degree
Duplicated headcount - many students earned multiple awards.
Academic year 2010/2011 (terms 20111, 20112 and 20113)
3000
2843
2500
2000
1500
1000 549
500 88 533
165
0 17 22 90
AA AAS
AS BAS BS BSN TCert
VCert
Source: JIRA Data Report – October 2011
9. Developmental Students
More than 70% of FSCJ students
take at least one developmental
course.
This means many of them come to us
not yet in possession of college-level
skills.
10. Open Campus Students:
52% Are Older than 25 and the Majority Are Female
4%
0%
Male 17% < 19
34%
34% 19-20
Female 21-24
25-29
66% 26% 30+
19%
Source: JIRA Data Report – October 2011
11. What Do All These
Statistics Mean?
Many – in fact, most – of our students are adults.
Therefore, androgogy is an important consideration.
An incredible number of students, from all
backgrounds, are now taking online classes in pursuit of
everything from certificates to Bachelor’s degrees.
Faculty should take a variety of student goals into
consideration
12. What to Remember…
It is important to know who the learners are in our virtual
classroom. Often, online students are adult learners who
are nontraditional students. They are usually in the
workforce, may have family obligations, perhaps they
travel for their work, or may even be abroad for a period
of time. Usually the adult learners have a specific reason
for obtaining their higher education degree – for
example, it might be for personal satisfaction, to open
career doors in the future, or advance in their present
organization.
Adapted from CSU Global “Characteristics of CSU Global Students”
13. Some Principles for Adult
Learning
Needs Assessment: Participation of the learner in naming what is
to be learned.
Safety in the environment between teacher and learner for learning
and development.
A sound relationship between teacher and learner for learning and
development.
Careful attention to sequence of content and reinforcement.
Praxis: Action with reflection or learning by doing.
Respect for learners as subjects of their own learning.
From: Vella, J. (1994). Learning to Listen, Learning to Teach. San Francisco: Jossey-Bass, 3-22.
14. Androgogy
Knowles’ Principles of Andragogy:
Adults need to be involved in the planning and evaluation
of their instruction
Experience (including mistakes) provides the basis for
learning activities
Adults are most interested in learning about subjects that
have immediate relevance to their job or personal life
Adult learning is problem-centered rather than content-
oriented
15. More About Adult Learners
They are more self-guided in their learning,
They bring more, and expect to bring more, to a learning
situation because of their wider experience - and can take
more away, and
They require learning "to make sense" - they will not
perform a learning activity just because the instructor said
to do it.
Adapted from CSU Global “Characteristics of CSU Global Students”
16. Now That We Know
More About Them
What Can We Do to Help Our
Students Succeed?
17. Best Practices for Our Learners
Consider applying principles of andragogy along with
your other practices
Create a more “social classroom”
Through use of blogs, wikis, social networks, synchronous
chat sessions
Create a clear agenda
Organize your course shell in a user-centric way
19. Faculty Role to Ensure
Continuous Improvement
Attend professional development regularly.
Rely on your support network.
Read current research.
Revise curriculum as needed (with approval of
supervising administrator).
Select new approaches as needed.
Mentor other teachers!
Drawn from “Reform versus Traditional Pedagogy” by Cathy Jones
20. A Final Thought…
Adults have increased variation in learning styles. The individual
differences among people increase with age. Using a variety of
teaching materials and methods will assist in catering to the
differences in style, time, types, and pace of learning. In
addition to text-based focus, Palloff and Pratt (2003)
noted, "We need to pay attention to ways to facilitate the other
dimensions of learning or we risk losing our students," which is
something to consider in learning styles in the module reading
this week (p. 35). Once acclimated to the online
environment, adult learners are typically self-directed and self-
motivated, necessary in online learning.