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What is Classroom Assessment Techniques (CATS)

Chapter 11
Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses
Short, informal, formative assessment activities that provide quick insight into student learning; results from CATS often used to guide teaching and learning activities.
Published in Chapter:
More Teaching in Less Time: Leveraging Time to Maximize Teaching Presence
B. Jean Mandernach (Grand Canyon University, USA), Rick Holbeck (Grand Canyon University, USA), and Ted Cross (Grand Canyon University, USA)
Copyright: © 2016 |Pages: 24
DOI: 10.4018/978-1-4666-9582-5.ch011
Abstract
There are a plethora of best practices highlighting strategies to personalize the online learning experience, promote interaction and establish teaching presence. Despite this knowledge, a gap remains between online instructors' pedagogical knowledge and teaching behaviors. This discrepancy is largely a function of time. With a wide range of instructional tasks to complete, faculty struggle to balance all the demands of the online classroom. To maximize student success and satisfaction, it is essential that faculty effectively manage their time to engage in instructional behaviors with the greatest impact. This chapter overviews strategies to help online instructors: 1) create an efficient online classroom; 2) manage teaching time more effectively; and 3) prioritize their time investment to promote interaction, presence and participation.
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