Wharton | Mr. Top Salesman
GMAT 610, GPA 4.0
Stanford GSB | Mr. Failed Entrepreneur
GMAT 750, GPA 3.7
Stanford GSB | Mr. Nuclear Vet
GMAT 770, GPA 3.86
Stanford GSB | Mr. SpaceX
GMAT 740, GPA 3.65
MIT Sloan | Mr. Latino Insurance
GMAT 730, GPA 8.5 / 10
Stanford GSB | Mr. Startup Founder
GMAT 700, GPA 3.12
Wharton | Mr. Data Dude
GMAT 750, GPA 4.0
UCLA Anderson | Ms. Triathlete
GMAT 720, GPA 2.8
Kellogg | Mr. MBB Private Equity
GMAT TBD (target 720+), GPA 4.0
Harvard | Mr. MedTech Startup
GMAT 740, GPA 3.80
INSEAD | Mr. Media Startup
GMAT 710, GPA 3.65
Yale | Mr. Yale Hopeful
GMAT 750, GPA 2.9
MIT Sloan | Mr. MBB Transformation
GMAT 760, GPA 3.46
Wharton | Mr. Swing Big
GRE N/A, GPA 3.1
Harvard | Mr. CPG Product Manager
GMAT 720, GPA 3.5
Stanford GSB | Mr. Tesla Intern
GMAT 720, GPA 3.9
Stanford GSB | Mr. Supply Chain Data Scientist
GMAT 730, GPA 3.9
Stanford GSB | Mr. Global Consultant
GMAT 770, GPA 80% (top 10% of class)
Stanford GSB | Mr. MBB/FinTech
GMAT 760, GPA 3.7
Stanford GSB | Mr. Digital Indonesia
GMAT 760, GPA 3.7
Stanford GSB | Mr. Equal Opportunity
GMAT 760, GPA 4.0
Stanford GSB | Mr. MBB to PM
GRE 338, GPA 4.0
Stanford GSB | Mr. LGBT Social Impact
GRE 326, GPA 3.79
Stanford GSB | Mr. Oilfield Trekker
GMAT 720, GPA 7.99/10
Kellogg | Mr. Big 4 Financial Consultant
GMAT 740, GPA 3.94
Stanford GSB | Mr. Mountaineer
GRE 327, GPA 2.96
Harvard | Mr. Tech Start-Up
GMAT 720, GPA 3.52

Here’s Practical Advice For Teaching Online, From An Expert At The IU Kelley School Of Business

Practical advice for online instruction

The Kelley Direct online MBA program at the Indiana University Kelley School of Business consistently is ranked No. 1 by U.S. News and World Report and other news organizations. Sarah Smith-Robbins, director of learning technologies at Kelley, can discuss the transition that many colleges and universities are having to make, from in-person to online instruction.

Smith-Robbins offers these tips:

Don’t try to recreate your classroom: “Learning online is different, just as holding a virtual meeting is different from an in-person meeting. Both residential-class meetings and virtual class meetings have their drawbacks and their benefits. Take advantage of those benefits. For example, in an online meeting, more than one student can ask a question at a time in the chat. They can even answer one another’s questions there without interrupting the instructor. It’s also far easier for students to get together as teams and collaborate when they’re all online. Encourage them to do so.”

Let your hair down just a little: “Virtual class meetings allow you and your students to see one another in a different setting than in a classroom. Personalize the space that students see behind you when you’re on camera. Let them know a little bit about who you are that you wouldn’t typically be able to share. Login to live sessions a bit early to chat casually with students who are there. That informal communication matters.”

Consider the wide range of student circumstances: “Some students may have gone home to a fast internet connection and a great computer. Others may have to park their car in a parking lot to access free WIFI on a borrowed laptop. In either circumstance, your students want to learn. Do what you can to meet them where they are. For example, if you’re posting a pre-recorded lecture to your course, record it in a few short videos rather than one long one. The file sizes will be smaller and students will still see the whole lecture. If you’re planning to host live class meetings, understand that not all students will have the bandwidth to attend or might lose their connection in the middle of class. Post a recording of the session afterward so everyone can participate. If you can cut the recording into several small videos, even better.”

Learn from other instructors: “It’s not often that faculty sit in on one another’s residential classes. In a typical semester, you may have little reason to compare notes on teaching methods with other faculty. However, you now have a perfect reason to compare what you’re doing to ensure that your students continue to learn. Why not practice holding online meetings by meeting with fellow faculty to share ideas about converting your courses to online delivery? Make use of your department’s mailing list to ask questions and learn from one another. If you’ve taught online before, offer yourself as a resource to faculty in your department who haven’t.”

Think of it as an adventure: “Though the situation that brought us to this point of teaching online at short notice is dire, we’re all in it together. No one expects your online course to be perfect. Consider it an adventure that you and your students are on together. They’ll forgive your mistakes and make a few of their own. Connecting with one another, even online with a few hiccups, will go a long way to ensuring that students still feel connected, considered, and cared for.”


Sarah Smith-Robbins is the director of learning technologies at the Kelley School of Business at Indiana University as well as an adjunct lecturer in marketing. She is responsible for ensuring that Kelley’s online and residential programs make use of cutting-edge technology to support maximum student learning outcomes. Her research centers on the connections between digital games, social media platforms and learning.

 

 

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