Fostering Student Success in Online Courses

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dc.contributor.authorAparicio-Ting, Fabiola
dc.contributor.authorArcellana-Panlilio, Mayi
dc.contributor.authorBensler, Heather
dc.contributor.authorBrown, Barbara
dc.contributor.authorClancy, Tracey
dc.contributor.authorDyjur, Patti
dc.contributor.authorRadford, Scott
dc.contributor.authorRedwood, Chene
dc.contributor.authorRoberts, Verena
dc.contributor.authorSabbaghan, Soroush
dc.contributor.authorSchroeder, Meadow
dc.contributor.authorSummers, Mindi
dc.contributor.authorTézli, Annette
dc.contributor.authorWilks, Leighton
dc.contributor.authorWright, Alysia
dc.date.accessioned2023-05-19T20:21:13Z
dc.date.available2023-05-19T20:21:13Z
dc.date.issued2023
dc.description.abstractThe pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
dc.identifier.citationAparicio-Ting, F., Arcellana-Panlilio, M., Bensler, H., Brown, B., Clancy, T. L., Dyjur, P., Radford, S., Redwood, C., Roberts, V., Sabbaghan, S., Schroeder, M., Summers, M. M., Tézli, A., Wilks, L., & Wright, A. C. (2023). Fostering student success in online courses (M. Arcellana-Panlilio, P. Dyjur and A. C. Wright, Eds.). Taylor Institute for Teaching and Learning Guide Series, University of Calgary. https://taylorinstitute.ucalgary.ca/resources/fostering-student-success-guide
dc.identifier.urihttps://hdl.handle.net/1880/116560
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/dspace/41403
dc.language.isoenen
dc.publisherTaylor Institute for Teaching and Learning
dc.publisher.facultyTaylor Institute for Teaching and Learningen
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectTeaching and Learning
dc.subjectMentorship
dc.subjectGuide
dc.subjectOnline
dc.subjectCourse
dc.subjectBlended
dc.titleFostering Student Success in Online Courses
dc.typeOther
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