What We’re Reading: High-Impact Practices in Online Education

illustration by Clare Reid

High-impact practices (HIPs, e.g., collaborative assignments, writing-intensive classes, global learning, etc.) have been widely studied and recognized as effective teaching and learning experiences for students. But these practices are often only envisioned for and studied in a face-to-face learning environment. In contrast, the educators in the collection High-Impact Practices in Higher Education (Stylus, 2018), edited by Katheryn E. Linder and Chrysanthemum Mattison Hayes, write about their experiences implementing high-impact practices in an online or hybrid course format. The contributors teach at a range of institutions, from liberal arts colleges and public and private R1 institutions to regional comprehensive schools. 

There’s an essay for just about everyone in this book. Want to make undergraduate humanities or science research possible online? There are chapters covering those topics. Internships? Chapter on that, too. Capstones? Check. Common experience? Yup, one on that too. Each of the contributions draws from research on learning and online engagement as well as the lessons learned by the contributors in developing and delivering their own HIPs in their courses and programs. 

Written in accessible language, you will come away from each chapter with ideas and strategies to improve your teaching, both online and face-to-face. The takeaway is that it is in fact possible to implement HIPs in your online courses, and this book provides the evidence as well as steps forward to help you do so yourself.