I recently read the book Small Teaching: Everyday Lessons from the Science of Learning by James Lang, and can’t recommend it enough to all of you. James Lang presents a strategy for improving student learning with several small, but powerful ideas—many of which can be put into practice in a single class period. These strategies bridge the gap between research theories and the actual classroom experience.
We would like to share some important news with our readers. The following is a recent press release from Cengage announcing their acquisition of WebAssign.
Cengage, an education and technology company, today announced the acquisition of WebAssign, a leading provider of digital learning solutions for higher education. This acquisition strengthens Cengage’s position as a market leader in science, technology and math offering three unique platforms for faculty and institutions.
We are excited to announce that WebAssign has been selected as a finalist for the NC Tech Awards in two categories, Communications and E-commerce. The NC Tech Awards is North Carolina’s only statewide technology awards program, recognizing companies and individuals who have characterized excellence, innovation and leadership, presented by the North Carolina Technology Association (NCTA).
Shelly Barbay teaches chemistry at St. Amant High School in Louisiana. She and her fellow teachers have used WebAssign to teach across the chemistry, physical science, and physics classes for more than six years. Read more to see how Shelly and her colleagues use WebAssign to give students feedback and help them master concepts.
Cheating is a widespread problem in American higher education that seems to only increase as technology improves. Just this year, Ohio State University disciplined 85 students in their esteemed Doctor of Veterinary Medicine Program for sharing test answers online. In 2014, Duke University investigated more than 400 computer science students for submitting code solutions from the internet and common answers among classmates, citing cloud-based GitHub as a particular concern. Far too many universities have experienced recent cheating scandals as a result of burgeoning technology and waning adherence to honor codes—Stanford and Dartmouth in 2015, the University of Georgia in 2014, and Harvard in 2012, just to name a few.
Linda Flohr, science teacher at Glenwood Springs High School, started her career in education by teaching physics and math in the Peace Corps in 1997. She then moved on to teach in Philadelphia, and for the past 14 years has taught science in Colorado. Read on to learn more about how Linda incorporates technology in her class.
We love hearing from students using WebAssign to discover how it has helped them learn course concepts and achieve better grades. This week we shine the spotlight on Sydney Chen, a junior at The Prairie School. Thanks for sharing your insight with us, Sydney!
Online courses are becoming more and more popular thanks to technological advances, flexibility of the courses, and lifestyle demands. Keeping students engaged in online courses can be a bit of a challenge though. That's why we've compiled a list of tips on how to engage students in an online course. Have more to add to this list? Add them to the comments below!
We are excited to announce that we have partnered with Knewton. This partnership provides us with analytics to enhance content to improve student experiences. Knewton's Content Insights provide granular, previously unavailable data about the performance of content by monitoring student interactions. The data can indicate which questions most or least accurately predict a student's performance on related questions, and can also indicate areas with insufficient content. This data will give instructors recommendations for improving outcomes based on individual student and whole class performance.
Roy Stanley, AP physics teacher at Cumberland Valley High School, comes from a long line of teachers. His father taught high school and middle school science for 30+ years, his sister teaches elementary school, and he has over a dozen cousins, aunts, and uncles who are all involved in education in some way. He always knew he wanted to teach, but it wasn't until his senior year of high school, when he took a physics course, that he knew he wanted to be a physics teacher. Roy graduated with his Bachelor's Degree in Secondary Education from Penn State University and has a Master's Degree in Education from Wilkes University. Read on to find out how Roy employs different strategies to keep his students involved in the classroom.