In order to meet educational goals and enhance students’ performance, educators tend to use various teaching strategies. The development of technology has led to the creation of several settings. For example, virtual and classroom settings are now available to both instructors and learners. It may seem that these settings are very different, but teachers often use similar strategies that are applicable in classrooms and virtual spaces (Lieberman, Biely, Thai, & Peinado, 2014). In many cases, teachers use both virtual and classroom settings to facilitate the learning process. Students often benefit from this combination of different strategies and methods. This paper deals with some teaching strategies that can be used in both settings.
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First, grading rubrics have been used extensively to help students better understand the teacher’s expectations. Bolton (2006) claims that this is specifically effective when teaching adult learners. Rubrics provide a certain framework that can help students complete assignments correctly and achieve learning the established objectives. Importantly, Bolton (2006) stresses that rubrics should be clear and concise, there should be no ambiguity or uncertainty. Clearly, rubrics can be used in virtual and classroom settings as they can be distributed as handouts or lists on a board or can be sent via email and so on.
Another widespread teaching strategy is formal assessment, which is critical in evaluating students’ knowledge and progress. Assessment can take different forms as each assignment, task, or even students’ participation in discussions can be assessed. Mason and Dragovich (2010) argue that coursework-based assessment can be more effective than other types of evaluation. The researchers note that coursework-based assessment involves the evaluation of knowledge and different skills obtained throughout the entire course. The major limitation of the assessment during exams is that it evaluates students’ knowledge and skills at a certain time. For example, students can be too nervous or too tired, which can affect their results. Students’ coursework implies the completion of different assignments during the entire course. It is also clear that this type of assessment can be used in both settings.
Finally, another teaching strategy for instructional design involves virtual games. These games became quite common teaching tools used in the virtual setting. Students obtain knowledge and skills while playing simulation games or other types of games. However, Lieberman et al. (2014) note that virtual games can become a part of the classroom setting. These games can be transferred to classrooms through role-playing and so on. The use of this method can have a positive effect on students’ motivation as they will find it interesting to play a virtual game in a real-life setting. Of course, playing games is often a preferred activity among students. Lieberman et al. (2014) also add that teachers should use their creativity to transfer games to the classroom setting, and students’ peculiarities should be taken into account. At that, this adjustability is one of the strengths of the teaching strategy as students are more likely to perform well when working on such assignments.
On balance, many effective teaching strategies can be used in both classroom and virtual settings. Such methods include rubrics, coursework-based assessments, and virtual games. These strategies are characterized by the focus on enhancing students’ performance and addressing educational goals. Of course, the teacher should be creative when developing and using these strategies to make sure that students will benefit from these activities.
Bolton, F. C. (2016). Rubrics and adult learners: Andragogy and Assessment. Assessment Update, 18(3), 5-6.
Lieberman, D. A., Biely, E., Thai, C. L., & Peinado, S. (2014). Transfer of learning from video gameplay to the classroom. In F. C. Blumberg, Learning by playing: Video gaming in education (pp. 189-207). New York, NY: Oxford University Press.
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Mason, G., & Dragovich, J. (2010). Program assessment and evaluation using student grades obtained on outcome-related course learning objectives. Journal of Professional Issues in Engineering Education & Practice, 136(4), 206-214.