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It seems that a very informative post that does not bring in outside research to teach the class something will never receive a perfect score. That seems to be the essence of a perfect post. Search the web, search books, search resources, and bring these ideas back to the class to teach the class something.

The article then discusses a number of educational techniques for avoiding these two pitfalls, including building more measures that support positive interdependence, individual accountability, and collaborative skills; increasing opportunities for the socio-emotional and affective exchanges between learners; adjusting the instructor’s and the learners’ role for CSCL environments; and increasing social presence, i. e. reducing the perceived distance between learners.

: A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.

What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?

more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport

I didn’t like English

Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa

a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.

“deliberate practice,

accepting the way things turn out

the biggest difference between F2F and online learning is that more times than not, traditional F2F is teacher directed whereas in the online environment, the learning is student centered; students direct their own learning.

the biggest difference between F2F and online learning is that more times than not, traditional F2F is teacher directed whereas in the online environment, the learning is student centered; students direct their own learning.

How do you interact in this course?

not a strong point of mine.

The intensity of discussion online. 

A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).

general tendency towards a particular learning approach displayed by an individual.

Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.