Posts Tagged ‘student feedback’
September 23 - Using Screencasting to Engage and Build Community with Online Learners
By: Jacqueline Mangieri, PhD. in Online Education
In the online classroom, faculty work hard to engage their distance learners and build a strong sense of academic community in the electronic setting. Screencasting can be an effective and easy way to do this. Screencasting allows you to take a digital video of what you are doing on your computer desktop, and most screencasting tools allow you to narrate your video while recording. The possible uses for screencasting are endless; these include providing course orientations, delivering instructional lectures, providing feedback, and encouraging student sharing.
September 17 - Providing Feedback in a Technology-Mediated Environment
By: Mary Bart in Online Seminars
This seminar will give you valuable insights and techniques for using technology to communicate concise feedback to students about their writing, encourage them to take responsibility for their growth as writers, and strengthen teacher-student rapport to better support and facilitate learning.
September 9 - PICM Feedback Model Helps Keep Online Students Motivated
By: Elwin Jones in Distance Learning Administration, Teaching and Learning
In an online learning environment, it’s easy for students to feel isolated or unsure of themselves, particularly if they’re adult students who’ve been away from school for a long time. In the absence of frequent and relevant instructor feedback, these students can get discouraged and may even become reluctant to submit assignments. Soon satisfaction and
August 6 - Sharing the Feedback
By: Maryellen Weimer, PhD in Teaching and Learning, Teaching Professor Blog
In a study exploring what motivates students to provide faculty feedback about teaching and learning, results indicated students find it “desirable” when faculty share the results of the anonymous feedback they have provided the instructor. The study’s author identifies five reasons why it’s beneficial to share feedback results with students.
July 28 - Three Ways to Gauge the Quality of an Online Course
By: Rob Kelly in Online Education
Shortcomings of an online course are not always obvious to the person who created it or teaches it. That is why it is helpful to seek other sources of information to determine whether a course is meeting its objectives. Mary Hricko, library director and associate professor of library and media services at Kent State University Geauga Campus and Twinsburg Center, recommends doing this in the following three ways:
June 18 - Students Question Value of End-of-Course Evaluations
By: Maryellen Weimer, PhD in Teaching and Learning, Teaching Professor Blog
We’ve visited this topic before: the quality of feedback students provide on those end-of-course ratings. Many students fail to take the evaluation process seriously because, unless they plan on taking another course with that professor, the feedback will provide little benefit to them even if, by chance, the professor decides to act on it.
June 16 - When Students Say ‘Thanks but No Thanks’ to Feedback
By: Maryellen Weimer, PhD in Teaching and Learning, Teaching Professor Blog
Here’s something I was surprised to find. A group of researchers in the UK decided to show students how to use written feedback on papers to improve their writing. They collected feedback given students on eight previous writing assignments and had writing tutors review and analyze the comments. Then they looked at the writing assignment students were to complete next, paying special attention to the stated criteria for grading, and developed a specific set of recommendations for each individual student.
February 25 - How to Make Course Evaluations More Valuable
By: Robert T. Brill, PhD. in Effective Teaching Strategies, Faculty Evaluation
The major benefit any conscientious professor seeks in course evaluations is in gaining useful student feedback. Yet most rating instruments generate vague, unjustified student comments. Quantitative scales provide ambiguous statistics for such generic instructional areas as preparation, fairness in grading, etc., but they don’t include any formative commentary. Open-ended questions ask students what things the
February 4 - Building Student Engagement: Beyond the Classroom
By: Chris Palmer in Effective Teaching Strategies
In this, the final installment of a six-part series on strategies for building student engagement, I offer suggestions for engaging students beyond the classroom. As professors, we impact students not only during classes, but also through office hours, emails, and feedback.
January 13 - Lessons Learned from a Bad Online Teaching Experience
By: Lori Norin and Tim Wall in Asynchronous Learning and Trends, Effective Teaching Strategies, Online Education
A few years ago, our university started accelerating its distance learning program. Some professors designed courses that worked well, while others found that 100 percent Web delivery wasn’t effective for them.
