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because introverts are more solitary, the self-guided nature of online training is actually a good fit for them

Introverts like to think first and talk later

focus on relevancy. Introverts respond to substance

keep the number of between lesson “pulse-check” questions to a minimum

Introverts disdain superficiality

keep scenarios realistic, succinct (get to the point!), and complex to up the engagement.

communicating relevancy and incorporating design features that show respect for the introvert’s preference for independent learning.

send your trainees a link to the quiz or survey a day or two after they take the module. This gives introverts more time to think about the lessons and how they apply on the job

Introverts prefer to write down their ideas

simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course

e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos

The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device

Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course

e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?

journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).

nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.

Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.

For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.

We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses

use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.

For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).

the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).

The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)

The placement and duration of humor used in online lecture modules are critical to the flow of instruction.

several ways that instructors can enhance visual humor for the online environment

ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture

For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)

particularly students who have already learned how to learn –

The distinction between instruction and teaching/learning becomes significant when cash-strapped education districts look to technology for assistance.

https://www.mathreasoninginventory.com). The heart of MRI is a face-to-face interview: you ask your students questions (that the Common Core expects all middle school students to answer successfully), probe their thinking, listen to how they reason, and learn what they understand.