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Teaching Styles Series: Personal Model Style
This is the fourth in a series of pieces examining online instructor teaching styles through the lens of Anthony Grasha’s (1994) typology. This piece focuses on the personal model style and how both course developers and instructors can embody this style in online courses.
Teaching Styles Series: Expert Style
This is the second in a series of pieces examining online instructor teaching styles through the lens of Anthony Grasha’s (1994) typology. This piece focuses on the expert style and how both course developers and instructors can embody this style in online courses.
LMS Analytics: Supporting Your Students With Data
With the help of tools like Canvas New Analytics, faculty can leverage learning management system (LMS) data to hone their instructional techniques and improve their online students' experience. In this piece, we provide an introduction to learning analytics in online higher education and detail some analytics best practices.
Adult English Language Learners
Many existing best practices for course builds can be leveraged to support English language learners (ELLs). While designing your online course, consider ELLs and the diverse linguistic and cultural knowledge they bring to the classroom.
Teaching Styles Series: Facilitator Style
This is the fifth in a series of pieces examining online instructor teaching styles through the lens of Anthony Grasha’s (1994) typology. This piece focuses on the facilitator style and how both course developers and instructors can embody this style in online courses.
Teaching Styles Series: Formal Authority Style
This is the third in a series of pieces examining online instructor teaching styles through the lens of Anthony Grasha’s (1994) typology. This piece focuses on the formal authority style and how both course developers and instructors can embody this style in online courses.
Teaching Styles Series: Introduction
This is the first in a series of pieces examining online instructor teaching styles. In this introductory piece, we will characterize teaching styles, summarize Anthony Grasha’s typology of teaching styles, and discuss how identifying your teaching style (or styles) can inform online course design and instruction. In subsequent pieces, we will explore each of Grasha’s teaching styles in depth.
Introduction to Competency-Based Education
As higher education evolves to meet the needs of today’s diverse learners, competency-based education (CBE) is gaining traction for its student-centered approach and promises of affordability and workplace preparation. According to a 2020 survey, 128 unique institutions were operating a total of 1,057 CBE programs between 2018 and 2020, and 82% of responding institutions expected CBE programs to grow further between 2020 and 2025 (American Institutes for Research [AIR], 2021). While interest in CBE may be growing, most institutions remain in the early planning stages.
Best Practices to Support Students With Cognitive Disabilities
Cognitive disabilities are common among adults in the United States and are especially prevalent among young adults (Okoro et al., 2018). Such disabilities impact mental functions such as memory, attention, perception, and calculation, among others. As a result, students with cognitive disabilities may struggle with academic tasks generally—and online coursework specifically—in unique ways (Petretto et al., 2021; Reyes et al., 2022). Since online courses are often text-heavy, for example, students with dyslexia may find them more challenging to navigate than on-ground classes (Chen et al., 2015). Students with cognitive disabilities may also struggle with navigating inconsistent online course layouts, comprehending complicated directives, and engaging with non-essential course components. Finally, when online courses are large or impersonal, students with cognitive disabilities may have difficulty focusing on assignments and other coursework (The Best Schools, 2024).
Developing AI Literacy Across the Curriculum: A Guide for Programs and Faculty
The rapid integration of AI into professional practice across disciplines makes AI literacy increasingly crucial, not just for technology-focused fields but for all areas of study. Even faculty who are skeptical of AI's value need to consider how it's transforming their disciplines. For example, scientific fields are seeing AI adoption in literature reviews, experimental design, and data analysis. In the humanities, AI tools are already being used for textual analysis, translation, and content creation. Creative disciplines must grapple with AI's impact on artistic production and copyright. Professional programs face increasing pressure from employers who expect graduates to understand AI applications in their field.