Document Type

Article

Date of Original Version

3-2013

Abstract

Online courses may be criticized for failing to engage students. Faculty members teaching in the classroom often employ a number of strategies that capture the interest of students, but may find the migration to the online environment a daunting prospect. This paper describes the transitioning of two common strategies to engage students in the classroom – jigsaw groups and problem-based learning – from face-to-face to online courses in sociology and soil science, respectively. The paper discusses the challenges and opportunities that were found to be common to the implementation of both these strategies online, and provides suggestions for faculty considering this transition.

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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

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