41 review for High-Impact Practices in Online Education: Research and Best Practices

1. 

   5 out of 5

   Jeanne – Apr 29, 2020

   It is not a good time for higher education, as classes were abruptly moved online. How can we make the best of an awful situation and prepare for the future – while hoping that situation is short-term? High Impact Practices Online is not a how-to guide, but it does offer ways of considering how to offer high-impact practices well in an online environment. It is probably best read after some of the classics describing high impact practices (e.g., Kuh's, 2008, High-impact Educational Practices ) It is not a good time for higher education, as classes were abruptly moved online. How can we make the best of an awful situation and prepare for the future – while hoping that situation is short-term? High Impact Practices Online is not a how-to guide, but it does offer ways of considering how to offer high-impact practices well in an online environment. It is probably best read after some of the classics describing high impact practices (e.g., Kuh's, 2008, High-impact Educational Practices ). These practices include things like learning communities, first-year seminars, capstone courses, writing-intensive courses, and undergraduate research. Why high-impact practices? The research on these practices isn't perfect, but there is a fair amount of research suggesting that high-impact practices increase student retention and engagement, especially for minority students. These practices help students clearly recognize why they are doing what they are doing and intentionally build community. Faculty use frequent assessments, offer consistent feedback, and present materials using principles of Universal Design for Learning. Students engage in active learning and frequent reflection. Teaching with high-impact practices online is not easy. Online environments are not necessarily conducive to the kinds of community and frequency of reflection needed to foster high-octane and meaningful high-impact practices. Online students often are older than face-to-face students, and are often parents, working full-time, and stretched in too many directions. A typical online class may have students from all over the country, multiple time zones, and even around the world. To be successful with the transition to online – whether that transition is temporary or more permanent and pervasive, universities must foster a culture that values and supports intentional and ongoing faculty development. Faculty and instructional design staff must consider best practices rather than primarily modalities. We can do this.

2. 

   5 out of 5

   Tara Brabazon – Jul 04, 2020

   Online learning - like learning more generally - can be boring, flat and banal. Screens can filter, block, degrade and deflect. But a few strategies can create space, organization, a vista and a learning trajectory. This book - as an edited collection - is a bit fragmented. It lacks the integrated and crunchy agenda that would help educators stuck in an online portal in the middle of a semester with students that do not want to be there. While discussions of learning motivation are lacking, strat Online learning - like learning more generally - can be boring, flat and banal. Screens can filter, block, degrade and deflect. But a few strategies can create space, organization, a vista and a learning trajectory. This book - as an edited collection - is a bit fragmented. It lacks the integrated and crunchy agenda that would help educators stuck in an online portal in the middle of a semester with students that do not want to be there. While discussions of learning motivation are lacking, strategies for engagement are strongly presented. Fragmented - but interesting. And no - that is not the description from an online dating site.

3. 

   5 out of 5

   Merie – May 23, 2020

   Not exactly a pleasure read but good info to think about and use

4. 

   5 out of 5

   Meghan Brannon-Reese – Aug 02, 2020

   I appreciated that this book covers a lot of ground. It’s based on George Kuh’s 11 components of high-impact educational practices (HIPs). Each chapter is devoted to a different high-impact practice as it relates to online education. Not all chapters applied to me, but most did. As one might expect with a research book, there’s not a lot of pedagogy and real-world examples , though the subhead is titled: Research and Best Practices. Though I will say every chapter I read to at least allude to wa I appreciated that this book covers a lot of ground. It’s based on George Kuh’s 11 components of high-impact educational practices (HIPs). Each chapter is devoted to a different high-impact practice as it relates to online education. Not all chapters applied to me, but most did. As one might expect with a research book, there’s not a lot of pedagogy and real-world examples , though the subhead is titled: Research and Best Practices. Though I will say every chapter I read to at least allude to ways to implement some things in a classroom setting. Some of their research and suggestions I was at least familiar with, so if nothing else this served as a confirmation of what I thought about how to design online courses well. And I appreciate that there are so many sources referenced (as you’d expect) that give me other places to go. I’d recommend this especially if you’ve not taught online or you’re rusty. Just know if you want more in-depth practical application of these ideas you’ll need to supplement this book with other texts.

5. 

   4 out of 5

   Xin – May 03, 2020

   This review has been hidden because it contains spoilers. To view it, click here. This book was discussed at work as a learning community. Not really what I was expecting. The book felt disjointed with multiple authors explaining the background research for each practice, not really providing any concrete ideas to implement for transitioning online. This could be useful for someone who is totally unfamiliar with HIPs, but then why advertise as online? However discussions are usually useful, but then we got cut short because of COVID-19.

6. 

   4 out of 5

   Betsy Eudey –

7. 

   4 out of 5

   Mary –

8. 

   5 out of 5

   E. Stauffer –

9. 

   4 out of 5

   Mimi Benjamin –

10. 

    5 out of 5

    Pau –

11. 

    5 out of 5

    Sebastian Sclofsky –

12. 

    5 out of 5

    TEELOCK Mithilesh –

13. 

    4 out of 5

    Travis Grandy –

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    4 out of 5

    Becca –

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    4 out of 5

    Jamie –

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    4 out of 5

    Jen –

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    4 out of 5

    Dan Emery –

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    5 out of 5

    Kim –

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    5 out of 5

    Michelle Miller –

20. 

    4 out of 5

    Kadiri Saliu –

21. 

    5 out of 5

    Lauralea –

22. 

    4 out of 5

    Cynthia P. Cadieux –

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    5 out of 5

    Kadiri Saliu –

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    5 out of 5

    Doug Holton –

25. 

    5 out of 5

    Kadiri Saliu –

26. 

    4 out of 5

    Dave Ghidiu –

27. 

    5 out of 5

    CARLOS FELIPE ESCOBAR –

28. 

    5 out of 5

    Meg –

29. 

    4 out of 5

    Robert Daniel –

30. 

    5 out of 5

    A –

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    4 out of 5

    Adam –

32. 

    4 out of 5

    Chantel Ovitt –

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    5 out of 5

    Paul Martin –

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    4 out of 5

    Angie –

35. 

    5 out of 5

    Kylie McGraw –

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    5 out of 5

    Toni –

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    5 out of 5

    Ann –

38. 

    4 out of 5

    Shala –

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    4 out of 5

    Deborah Kay Riemer –

40. 

    4 out of 5

    Susan –

41. 

    4 out of 5

    MJ –