Widespread misconceptions have arisen, but when done correctly, online courses can be as effective as face-to-face ones.
Archives - February, 2022
Institute for Emerging Leadership in Online Learning (IELOL) alumna and faculty Amanda E. Major, EdD, CPTD, PMP, shares essentials for creating a network of peers and cross-functional professionals.
Suddenly, around the world, we were all experiencing the same learning environment, and there was an obvious learning curve. The course: How to keep teaching and learning without face-to-face experiences.
A TikTok video and its response points to a reality that many instructors at many colleges and universities can relate to: though discussion boards are a significant part of many online classes, these assignments often function neither all that well nor seemingly as intended.
We engaged in critical inquiry, connected with new ideas and new colleagues, and collaboratively worked towards charting our digital learning futures.
This past week, the OLC wrapped up our fourth virtual conference since the pandemic started. I once again walked away from this experience amazed by all of the great information being shared as well as all of the connections being made.
OLC Fellow Robert Ubell shares insights from his forthcoming book Staying Online: How to Navigate Digital Higher Education.
After unintentionally having the opportunity to experience both versions of the Institute for Emerging Leadership in Online Learning immersion week, I find myself thinking of Hyflex differently.
Dr. Lesa Louch, the driving force behind Baker College’s Exemplary Review status for the Quality Scorecard for the Administration of Online Programs, shares lessons learned and inspiration found throughout the review process.
Online higher education specifically sits in a unique position when it comes to class size, especially considering that the majority of the discussion about class size has focused on face-to-face environments.