|Current Practices in Teaching Behavior Analysis Across all Formats: Face-to-Face, Fully Online, and Hybrid|
|Sunday, May 24, 2020|
|11:00 AM–11:50 AM |
|Marriott Marquis, Level M4, Independence A-C|
|Area: TBA/EDC; Domain: Service Delivery|
|CE Instructor: Cheryl J. Davis, Ph.D.|
|Chair: Sam Blanco (The Sage Collges)|
|CHERYL J. DAVIS (The Sage College; SupervisorABA)|
|DANA R. REINECKE (Capella University)|
|BRYAN J. BLAIR (Long Island University)|
Higher education programs offer courses in a variety of formats, including face-to-face, fully-online, and hybrid. With such diversity in formats, it is essential to assess what components are most effective for student learning across these formats. There are a variety of methods to deliver content, ways to facilitate learner engagement, and approaches to effective feedback application. The multiple modalities allow for variation of instruction across each mode often allowing multiple methods within one course. This panel will review the different methods of delivering instruction and report on student learning measures. Presenters in this panel are experienced educators who have used and evaluated all of these varied practices in past and current higher education coursework. Each panelist will discuss one of the modalities and offer an assessment of the advantages and disadvantages of practices utilized in each based on professional experience. Panelists will take questions from the audience and the moderator.
|Instruction Level: Intermediate|
|Target Audience: |
The target audience is faculty in higher education programs teaching behavior analysis or related content.
|Learning Objectives: At the conclusion of the panel, participants will be able to: (1) describe ways to establish an effective teaching presence, and to deliver effective feedback across formats; (2) describe ways to incorporate evidence-based practices into varied learning formats; (3) describe strategies to increase active student responding regardless of classroom format; (4) describe strategies to facilitate learner engagement in all learning communities.|
|Keyword(s): Asynchronous Instruction, Higher education, Synchronous Instruction|