Long before implementation, instructors must ask themselves if flipping the classroom is appropriate for their content area. Additionally, they must evaluate the course outcomes and determine if the class can have an interactive component that supports cooperative learning and determine if flipping would strengthen learning and provide opportunities for project-based experiences.
This paper will describe several teaching methods instructors can use to engage their online students and increase communication in the virtual classroom. Active learning strategies are designed to help students make meaningful connections and enhance their skills and abilities based on engaging class content designed with their needs and interests in mind.
The following paper profiles current and still-evolving Internet technologies associated with peer-to-peer communication in online, hybrid, and seated post-secondary classrooms.
Writing an effective rubric that measures what students should learn in an objective way for a subjective assignment can be challenging. This document provides North Carolina Community College instructors with a series of rubric templates to assist them in creating a grading rubric.
Results from research of best practices related to blended learning and software applications as well as technologies that relate to that particular delivery method.
The following copyright guide is intended for community college instructors creating virtual learning community courses.
This paper highlights the need to regard feedback as a process, rather than an end result or reward for hard work. For feedback to have any value, a culture of dialogue between students and instructors is essential. Given the unique context of online learning, we acknowledge the need to identify online learning tools that can be utilized to provide feedback in a number of different ways.
In this paper, the authors explore some of the new collaboration and evaluation tools found in one of the leading learning management systems, Blackboard. The focus of this paper is to encourage instructors to experiment with the use of these tools in traditional, seated and online classes. With the expansion of hybrid classes which meld online and seated components, the authors felt it pertinent to point out that these tools can be used in a variety of instructional settings.
If you need special accommodations please contact Dr. Candace Holder one week prior to the event at firstname.lastname@example.org or 336-386-3639.
All resources on this site are subject to copyrights owned by the Virtual Learning Community and are for current North Carolina Community College System employees only. Any reproduction, retransmissions, or republication of any document found on this site is prohibited, unless the VLC has granted written consent. © NCCCS Virtual Learning Community ™ 2017
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