In designing a course, start with what you want students to have learned by the end. Instead of asking, "What should I cover?" ask "What should they learn?" Course materials and activities should all support articulated learning outcomes which reflect what students should be able to do at the end of the course.
Educators may or may not know whether online students have disabilities. Students with hidden disabilities may or may not register with the Student Disability Resource Center. So it is essential that courses are designed with accessibility in mind.
Active learning is a student-centered approach in which an instructor uses instructional strategies that engage students as active participants throughout the learning process.
Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to demonstrate as a result of a completing a course. They are student-centered rather than teacher-centered, in that they describe what the students will do, not what the instructor will teach.
Based on 50 years of educational research, these seven different recommended principles improve both teaching and learning in undergraduate education.
On the University of South Carolina campus, 17% of the student body population was first-generation in Fall 2019. Learn how to assist first-generation students push themselves academically and personally to overcome struggles that can derail their education and goals.
Universal Design for Learning (UDL) approaches learning from the aspect of addressing barriers keeping students from becoming expert learners.