In a recent webinar, researchers and partners from the Postsecondary Teaching with Technology Collaborative explored how colleges can provide more deliberate support for students in online courses with a new Self-Directed Learning Instructional Model.
A new Collaborative research brief examines an approach designed to help students strengthen self-directed learning habits in online courses.
Despite the increasing popularity of online learning, remote and hybrid courses pose challenges for students. To help address these challenges, the Collaborative has developed an Instructional Model with simple strategies that target belonging, metacognition, and other self-directed learning (SDL) skills students need to succeed in online courses.
Collaborative researchers Hannah Cheever and Ellen Wasserman unveiled a set of research-based strategies designed to improve teaching and learning in online college STEM courses at a recent conference for instructional designers.
Three students enrolled in courses that piloted the Collaborative’s Instructional Model share their experiences using evidence-backed strategies to foster and reinforce learning skills.
Collaborative researcher Louise Yarnall recently presented a new Self-Directed Learning Instructional Model at the annual symposium of the International Society for Self-Directed Learning.
How can instructors help students navigate the unique challenges of learning in a virtual environment? Explore key takeaways from the Collaborative’s Spring 2025 public webinar.
Meghan McIntyre, a senior professor of mathematics at Wake Technical Community College in North Carolina, is no stranger to online learning or employing innovative strategies to engage her students. Meghan’s work with the Postsecondary Teaching with Technology Collaborative (the Collaborative) builds on her earlier efforts to improve online learning for her students.
Tony Perez is a professor in the Department of STEM Education and Professional Studies at Old Dominion University in Virginia and director of the university’s Motivation, Identity, and Learning Lab (MilLab). In his work, Perez focuses on how STEM instructors can support adaptive, positive forms of motivation by shifting away from a competitive, performance-focused classroom environment to one that provides various social supports and underscores the personal value and relevance of STEM courses.
The Postsecondary Teaching with Technology Collaborative shared promising strategies for improving student outcomes in online courses to a standing-room-only audience at the 2025 annual DREAM conference in Philadelphia in February.