Harvard | Healthcare Fanatic
GMAT 770, GPA 3.46
Cornell Johnson | Ms. Food Waste Warrior
GMAT Not written yet (around 680), GPA 3.27
Stanford GSB | Mr. Sustainable Business
GRE 331, GPA 3.86
Columbia | Mr. Aussie Military Man
GMAT 710, GPA 3.0 (rough conversion from Weighted Average Mark)
Kellogg | Mr. Finance To Education
GMAT 730, GPA 3.4
Rice Jones | Mr. Back To School
GRE 315, GPA 3.0
Berkeley Haas | Mr. Poet At Heart
GMAT 740, GPA 3.7
Harvard | Mr. Hopeful Philanthropist
GMAT 710, GPA 3.74
Stanford GSB | Mr. FinTech
GMAT Not Taken Yet, GPA 3.5
UCLA Anderson | Mr. Analytics Man
GMAT 740, GPA 3.1
Stanford GSB | Ms. Future Tech Exec
GMAT 750, GPA 3.4
Cornell Johnson | Mr. FinTech Startup
GMAT 570, GPA 3.4
Harvard | Mr. MacGruber
GRE 313, GPA 3.7
Darden | Ms. Teaching-To-Tech
GRE 326, GPA 3.47
Wharton | Mr. Microsoft Consultant
GMAT N/A, GPA 2.31
Yale | Mr. Ukrainian Biz Man
GRE 310, GPA 4.75 out of 5
Chicago Booth | Mr. Future Angel Investor
GMAT 620, GPA 3.1
Wharton | Ms. Software Engineer
GMAT 760, GPA 3.84
Harvard | Mr. PE Strategist
GRE 326, GPA 3.6
Harvard | Mr. FBI To MBB
GMAT 710, GPA 3.85
Harvard | Mr. MBB Consultant
GMAT 730, GPA 3.9
Yale | Ms. Impact Investing
GRE 323, GPA 3.8
Chicago Booth | Mr. Cal Poly
GRE 317, GPA 3.2
Darden | Ms. Business Reporter
GMAT 2150, GPA 3.6
Darden | Mr. Former Scientist
GMAT 680, GPA 3.65
Harvard | Ms. IB Deferred
GMAT 730, GPA 3.73
Harvard | Mr. Amazon Manager
GMAT 740, GPA 3.2

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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