online teaching Archives - Adventures in Oceanography and Teaching

Currently reading Yang et al. (2026) on “Applying a Think-Pair-Share (TPS) Structure to Asynchronous Online Discussions (AODs): A Mixed Methods Study”

February 2, 2026

I am still deep in my asynchronous online learning phase, and the paper by Yang et al. (2026), “Applying a Think-Pair-Share (TPS) Structure to Asynchronous Online Discussions (AODs): A Mixed…

Experiencing “the power of asynchronous learning” first hand

January 21, 2026

Several of the advantages of asynchronous learning really came through for me while watching a recording of the Centre for Online and Distance Education’s webinar on “the power of asynchronous…

Currently reading Robnett et al. (2022) on “Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course”

December 6, 2025

Encouraging active participation in class is often a goal since it is correlated with better learning outcomes, but that became a lot more difficult when teaching had to suddenly move…

Watching the presentation “accessibility and inclusion in digital learning” by Marie Leijon

May 28, 2025

I was super excited to get the notification that a recording of the presentation “Accessibility and inclusion in digital learning” by Marie Leijon had been uploaded to our Learning Management…

Reading about design principles for blended learning

February 19, 2025

I am in the brainstorming phase of a super cool project where we are planning to collaborate on; giving an academic development course in two countries simultaneously, teaching both online…

Currently reading: “Choreography and improvisation in hybrid teaching” by Lamb et al. (2025)

February 4, 2025

This morning on the bus, I came across the article “Choreography and improvisation in hybrid teaching” by Lamb et al. (2025). I previously wrote about dance as a metaphor for…

Currently reading “F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls” (Shlomo & Rosenberg-Kima, 2024)

September 30, 2024

We often discuss teaching and learning formats, and now there is a nice study that compares face-to-face, synchronous online, and asynchronous online in the same introductory physics course: Both stated…

Throwback to the pandemic: Teaching, cognitive and social presence (Rapanta et al., 2020), and zoom fatigue (Bailenson, 2021)

January 10, 2024

When I was teaching the emergency “how to teach online” courses online during the pandemic, I used to refer to an article by Rapanta et al. (2020) a lot, where…

Currently reading about how to make instructional videos more effective (through instructor presence and embedded prompts)

January 2, 2024

How can we make learning from instructional videos more effective? Does it help to have the instructor visible so students feel more connected and are more motivated to follow? Can…

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (3/x)

April 6, 2023

This is the third part (part 1 here, part 2 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019).…

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (2/x)

April 4, 2023

This is the second part (part 1 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019). Take it…

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (1/x)

April 3, 2023

I absolutely loved reading the “small teaching” book by Lang (2021), so I was super excited to dig into the related “small teaching online — applying learning science in online…

Fostering student sense of belonging in a large online class (after Lim, Atif, Farmer; 2022)

January 9, 2023

When we talk about fostering student sense of belonging, it is easiest to think about in-person interactions. However, a lot of our teaching these days is online, and in high-enrolment…

The “lightning storm in the chat” method

May 13, 2021

In a workshop I led recently, a participant helped me gain a new perspective on an old method: the “lightning storm in the chat” (my best attempt at translating “Chatgewitter”…

Why students cheat (after Brimble, 2016)

February 24, 2021

Recently, one topic seemed to emerge a lot in conversations I’ve been having: Students cheating, or the fear thereof. Cheating is “easier” when exams are written online and we don’t…

#TeachingTuesday: Some things I read about making good lecture videos

May 19, 2020

Just imagine you had written an article on “Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos”, like Choe et al. (2019) did. What excellent timing to inform teaching…

“Excursion week” in Oceanography 101 while physically distancing

May 12, 2020

My friend’s university recently decided that “excursion week” (a week in May during which there are no lectures or exercises or anything happening at university to make time for field…

A tool for planning online teaching units

July 30, 2018

Nicole Podleschny & Mirjam Glessmer, 2015 In our recent workshop on “supporting self-organized learning with online media”, Nicole Podleschny and I came up with a morphological box to help plan online teaching units. The…

Asking students to take pictures to help them connect theory to the reality of their everyday lives

July 20, 2018

— This post was written for “Teaching in the Academy” in Israel, where it was published in Hebrew! Link here. — Many times students fail to see the real-life relevance of…

Using a morphological box to plan online teaching

January 19, 2016

online teaching

In our recent workshop on “supporting self-organized learning with online media”, Nicole Podleschny and I came up with a morphological box to help plan the teaching units. You can find it…

Tag: online teaching

Currently reading Yang et al. (2026) on “Applying a Think-Pair-Share (TPS) Structure to Asynchronous Online Discussions (AODs): A Mixed Methods Study”

Experiencing “the power of asynchronous learning” first hand

Currently reading Robnett et al. (2022) on “Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course”

Watching the presentation “accessibility and inclusion in digital learning” by Marie Leijon

Reading about design principles for blended learning

Currently reading: “Choreography and improvisation in hybrid teaching” by Lamb et al. (2025)

Currently reading “F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls” (Shlomo & Rosenberg-Kima, 2024)

Throwback to the pandemic: Teaching, cognitive and social presence (Rapanta et al., 2020), and zoom fatigue (Bailenson, 2021)

Currently reading about how to make instructional videos more effective (through instructor presence and embedded prompts)

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (3/x)

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (2/x)

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (1/x)

Fostering student sense of belonging in a large online class (after Lim, Atif, Farmer; 2022)

The “lightning storm in the chat” method

Why students cheat (after Brimble, 2016)

#TeachingTuesday: Some things I read about making good lecture videos

“Excursion week” in Oceanography 101 while physically distancing

A tool for planning online teaching units

Asking students to take pictures to help them connect theory to the reality of their everyday lives

Using a morphological box to plan online teaching

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