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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
High-Impact Practices for Transforming Online Learning
Author(s): Theresa Conefrey, Davida S. Smyth
Citation: Theresa Conefrey, Davida S. Smyth, (2021) "High-Impact Practices for Transforming Online Learning," Journal of Higher Education Theory and Practice, Vol. 21, ss. 6, pp. 79-91
Article Type: Research paper
Publisher: North American Business Press
Abstract:
In spring 2019, in-person teaching, and extra-curricular campus activities suddenly stopped, and students found themselves taking classes online as campuses emptied and everyone was urged to “stay home.” Instructors and students alike struggled with adapting to online teaching and learning at the same time as having to adapt to all the other changes of life during the COVID-19 pandemic. This paper briefly describes how we overcame this challenge by implementing high-impact practices (HIPs) such as ePortfolios, project-based learning, and undergraduate research in the humanities and science courses that we taught. We suggest that HIPs can promote student engagement to transform online learning.
