Faculty often see the benefits of online education for students but not for themselves, Karen H. Sibley and Ren Whitaker write in Educause.
Development of online courses takes precious time away from other activities that generate greater rewards for faculty. The way to change that, Sibley and Whitaker argue, is to offer incentives to move into online education. They give these examples:
I often roll my eyes at articles that take millennials to task for not measuring up to the standard of the day. All too often, baby boomers and those in generations before seem to wag their fingers at young people and spew out curmudgeonly laments that inevitably start with, “When I was your age …”
James Burns of Boston College uses a term I hadn’t heard before: “swirling students.”
Writing in The Evolllution, Burns says swirling students are those who move in and out of college, collecting a few hours here, a few hours there as they move toward a degree. They often have full-time or part-time jobs, families, health problems or financial challenges, he says.
No one disputes that college tuition has risen substantially over the past 20 years.
Ask why, though, and you’ll get vastly different answers.
Kerry Ann Rockquemore offers excellent advice about what she calls “the teaching trap.” (There was a link, but the page no longer exists).
By that, she means putting so much of yourself into your teaching that you have no time or energy for research, writing or life outside the office. She writes:
Higher education has an image problem. And a trust problem.
That should come as no surprise, given the drubbing that public colleges and universities have taken from state legislatures over the past few years. They have also taken criticism from federal policy makers – along with parents and students – about costs and transparency.
True learning has little to do with memorization.
Benjamin Bloom explained that with enduring clarity 60-plus years ago. His six-tiered taxonomy places rote recall of facts at the bottom of a hierarchical order, with real learning taking place on higher tiers when students apply, analyze, synthesize, and create.
Most Americans still see a four-year degree as important, but it is not at the top of the list of things that will help someone achieve a successful career, a recent Heartland Monitor poll suggests.
In the poll, respondents ranked technology skills, an ability to work with diverse groups of people, keeping skills current, and having family connections above a four-year college degree.
The School of Engineering at KU will open several new active learning classrooms this fall.
I’ve been involved in planning some of the summer training sessions for the rooms, so I’ve had a chance to explore them and see how they will work.