By Paul R. Scheele
Typical Brilliance is helping the reader unencumber their genius- their normal Brilliance- and use it to beat obstacles that experience blocked the reader some time past. It frees the reader to maneuver within the course attaining their hopes and goals.
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Additional resources for Natural Brilliance
For ONLINE LEARNING: DOES IT WORK? 41 example, I was surprised to learn that my online Introduction to Psychology students were routinely going into discussion forums as their “first stop” upon logging in to the course, and once they were there, they were spending much more time than I originally anticipated. I used that information to better understand the role that discussions played in building the social cohesion and “fun” factor of the course, and as an informal red flag for students who weren’t as invested in the course.
Creating social presence is another thing that online instructors need to pay special attention to, for example by encouraging students to offer personal information, eliciting supportive communications between students, and using communication tools that transmit facial expressions and vocal tone. 19 The social feedback instructors get from students is also radically altered in an online environment. In a traditional classroom setting, students’ faces give you an instant read on confusion, disengagement, and other important problems.
And it isn’t as though the face-to-face classroom is free of logistical challenges—those coveted well-illuminated, perfectly temperature-controlled lecture halls with flexible seating arrangements don’t come easily either. We simply may not notice these types of challenges as much, given that they are usually the more familiar to us. The parallels in good teaching across different approaches and technologies can help us feel more confident that the online option doesn’t automatically limit our power to teach well.