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By Stacey Cofield, Ph.D., Associate Professor, School of Public Health

It seems as if we are always running out of time with courses: never enough time to prep, never enough time to grade, never enough time for learning. This is true for online, blended, hybrid, and face-to-face classes.

By Justin Moon

Producing videos for your online class can be a significant time investment.

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By Meegie Wheat and Xzandria Toombs

“The single biggest problem in communication is the illusion that it has taken place.” – George Bernard Shaw

Scarf wrapped around a tree branch.

By: Courtney Felton

SCARF is a social neuroscience based model introduced by Dr. David Rock in 2008. It has been widely used in management contexts but also has applications in education. The SCARF model includes 5 domains: Status, Certainty, Autonomy, Relatedness, and Fairness. Considering each of the five domains when designing a course increases student engagement in an often isolating online environment.

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By: Randi Kirkland

Authentic assessments are those that require students to use skills and knowledge acquired in class to projects and scenarios they would encounter in their professional lives. Authentic assessments can be used in conjunction with traditional methods such as quizzes to assess or scaffold learning in multiple ways.

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By Randi Kirkland

Quality Matters (QM) Specific Standard 3.5 states “The course provides learners with multiple opportunities to track their learning progress with timely feedback.” Students may learn more effectively if they are provided constructive feedback at several points throughout the course. This will reinforce successes and allow them to correct mistakes on subsequent activities or higher stake assessments. Feedback and opportunities for students to track their own learning progress can occur in multiple ways.