Page 304 - Crisis in Higher Education

274 • Crisis in Higher Education

2. Video lecture: There is a need for tenured and professional faculty
experts to provide insights and commentary on topic in the courses.
When there are multiple sections with large enrollments, it is sensi-
ble to invest in a series of high-quality videos by top scholars that can
be downloaded and watched repeatedly. These videos would offer a
systemic view of the course.
3. Video vignettes: For some courses, especially those with problems
requiring calculation, math models, and complex procedures, a
short video explaining these, anticipating and answering questions,
and describing their application would be available for students to
view repeatedly.
4. Problem and discussion sessions: For many courses, it may be useful
to meet face to face to discuss ideas and solve problems, among other
things. These sessions, which are commonly used today, could last
an hour and would be taught by full- and part-time instructional
faculty and graduate teaching assistants.
5. Group chat with faculty: There should be times when students have
the opportunity to have an online chat with faculty regarding course
content.
6. Note taking: Some students learn as they take notes. Electronic media
should be available with all learning materials so students can make
useful notations as they learn.
7. Group work: Some students learn best in group settings. There
should be opportunities for projects, homework assignments,
problem solving, and other activities that can be done in a group.
Electronic communications and information technologies facilitate
these interactions.
8. Individual work: Some students prefer to work alone and should have
opportunities to do so. But some disciplines such as business, engi-
neering, and medicine require intense information exchange among
experts with different skills, so group interaction may be required.
9. Hands-on learning: Cooperative education and internships provide
opportunities for hands-on learning, but there are also ways to do
this within a course, including projects that involve interacting with
experts who are practicing the profession.
10. Verbal learning: Some students learn more effectively in role playing
and when preparing and making presentations. The audience may
benefit from this as well. These can be viewed by faculty, and the best
ones can be made available to students for online observation.