adam kukic

From time-to-time, I find myself wanting to help peers refocus. What are some suggestions for helping fellow instructors "refocus" without coming across as condescending, especially when addressing someone with more years of teaching experience?

I have found adult learners who are digital immigrants, so much so that they cannot even operate the mouse. I find these students to be easily frustrated and major consumers of class time. Typcially, I encourage their peers to assist them, volunteer my time as much as possible, or ask them to come in during office hours; however, sometime this seems to be a very significant attack on their egos. I've seen older students in tears because of their lack of computer skills/knowledge. What are some approaches you've found to be successful when dealing with digital immigrants?

I was wondering how some of the other instructors involved in this forum handle their test reviews. I tend to have a review guide that the students work on in-class the day before the exam. I encourage them to work together, but allow them to work individually if they so choose. Following the group work, if there are any questions they couldn't find the answer to, we address those in-class. While this is effective, it tends to get a little noisy which impedes the progress of some students, so I'm curious as to some other effective methods of review.