Group items tagged

don't get it! Every fall the new telephone book arrives, filled with lots of informa- tion and with loads of new numbers, so why don't we design a class that covers this material? Nowhere do we teach this infor- mation. Why don't we expect folks to study the telephone book and memorize the numbers? Grudgingly, I am forced to admit that no real justification for memo- rizing telephone numbers exists, as tempt- ing as it might be for me to teach this course

"The successful outcome of any educational program is highly dependent on how the students learn and how effectively they can function at the workplace after completion of their study."

Many teachers as well as students insist, ``Why shouldn't we use calculators? They'll always be around, and we'll never do long division in real life.'' This may be true. It's also true of most math. Not many of us need to figure the circumference of a circle or factor a quadratic equation for any practical reason. But that's not the sole purpose of teaching math. We teach it for thinking and discipline, both of which expand the mind and increase the student's ability to function as a contributing individual in society: the ultimate goals of education.

Focuses on student motivation in online learning as well as strategies to help increase student motivation. 

intrinsic motivation - where the learning and the acquiring knowledge interests directly the student.

Describes 'senioritis' as "...lack of enthusiasm, fits of irresponsibility, and generally depressed effect punctuated by occasional outburst or irritability."

Peer Revie adds value and increases positive attitudes towards learning.

Perceived usefulness and Perceived ease of use have an impact on the acceptance and adoption of technology.

Online reading defined: locate information, critically evaluate, synthesize information, communicate

Reading and writing across the curriculum.