Holding an MBC membership for students can provide opportunities by allowing students with a hands on approach to medical billing and coding. Unfortunately many students do not have funding for these memberships. Does anyone know of FREE memberships in which a student can participate, for example, in monthly meetings? 

How do you setup an area on your CMS for General Questions from students? Do you Chat, Discussions, email or some other method?

Going from the corporate working world into the online world has been a mind shift -

I find it quite refreshing that the online world allows students unlimited flexible time to learn & share with their fellow students/co-workers.

And I find that 'guiding & providing the unspoken questions' as an instructor quite fulfilling as I see that my students are gaining more critical thinking skills than in a traditional regimented exact-structure environment.

In fact, now that I have worked with individuals from both the online and traditional educational experiences, I find the 'online' students to be much more fluid flexible and 'out-of-the-box' thinkers.  Their critical thinking skills are more developed due to the 'free thinking & communication' that was promoted in the online classroom.

Have you found that your employees or students from the online environment to be more creative, have more initiative, and better critical thinking skills?

Interesting that a preference for e-learning is considered critical for success.  In my own context, I am looking at blended learning rather than purely online, so all students enrolled in the course would be expected to engage successfully. 

When a course begins, do you use an icebreaker activity to get to know your students?

There are times when I cannot get a response from a certain student. Is there a best way to handle this?

I have been a Mathematics Instructor, in Higher Education, for almost 20 years... Most of my career has involved teaching online courses, "hybrid" and "full". In my experience, I have identified two big hurdles that students must overcome, in order to successfully complete

an online math course:

• Math Anxiety (online AND in-class) - has many faces (testing difficulties, failure to even begin assignments, etc.
• Lack of Self-Discipline - students seem to ignore deadlines, lack of communication, "entitlement syndrome", dropping out early on, etc.

What are some safeguards/techniques/interventions that you guys use to intervene with students who show signs of these common issues?

Hello all of you!

How do we further engage students that are obsessed with their phones and technology but fail to check their email and educational online profiles?

I am in an online only graduate degree.  I do not find resolving conflicts any more or less challening than real life. I am surpised by this statement in the cours.e

~Lisa

Online learning is very good for students that want to learn but can not attend a physical location on certain days at certain times.  Although there is flexability in this learning method there is also accountability where the student needs to turn in work on time.  

How do instructors how students accountable when they state they they have to turn in work late due to severe issues such as severe illness, death in family, etc.  This seems to be the case in many of my classes.

JNB  02.19.2016

Who is Tawny Brown?

What are the most affective ways to communicate with students?

Hello class: Please post your bio under this thread so that we can begin to know each other better. You can tell us where you work, why you taking this course? what is your major and what do want out of this course. Thank you. Collin

Those of you who have both taught online and onsite, can you provide input on what you found most challenging adjusting from the class room to the digital room?

I noticed throughout the training that much of the content was repeated.  Do you find repeating content to be an effective instructional technique and why?

Do you find grading rubrics can constrain your ability as an instruct to provide fair feedback to students that may do an exceptional job on one part of their paper while missing segments within the other parts?

I just completed EL 102 Teaching Online Learners. I found the course to be very informative and intersting. I am not sure I would like to be an online instructor.  I have been an online student and I have new found respect for the Instructors. 

Many students find it dificult to learn how to use networking hardware such as a router or a switch or making a patch cable without hands on experience. I would like to know how online instructors overcome online learning (competencies) difficulties that may exist if the student is denied (lacks) hands-on experiences.

I teach both on-ground and online at graduate and undergraduate levels.

Online, there is no reading of body language (which is a high % of "in person" communication) and no ability for the "verbal" student to ask a question and no way for the instructor to see that "blank" look that signals lack of understanding by a student.     And yes, students do attend "live" classes and still play on their cell phones on the sly.

When an online or ground student does all their assignments for the week on the last due date I get the feeling that they are not involved, but just "doing the minimum" to get the degree.

The topic, "When to drop students from chat sessions?" is thought provoking. It's just like the classroom: When and what techniques do you, as the the teacher, use to  to preclude a student from dominating a discussion or changing the topic to something they want to discuss. It takes tact and skill but you need to be firm or the other students will see it as a waste of time, lose interest, and stop participating.