Online learning November 16

Empowering Learners through Online Discussion Self-Grading

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Have you ever thought, “There has to be a better way!” while grading your online learners’ discussions? It is no secret that grading student discussions is time consuming, laborious, and tedious, considering the disproportionate amount of time required to give solid, quality feedback on a large volume of discussion. On the learner side, students often do not use the rubric to craft their discussions or read and use feedback to improve. This adds to the frustration and can make grading learners’ discussions feel like a waste of time. Fortunately, a better way exists: engage and empower your students by having them grade their own discussions!

Benefits
Discussion self-grading is an innovative, unconventional, and creative learning method. It empowers learners to improve by employing adult learning principles outlined in the theory of andragogy and reflective learning. These principles encourage learners to be self-directed and responsible for their own learning (Knowles, Holston, & Swanson, 2015), and that serves to motivate the learner. Learners engage in their own learning process with internal motivation and are allowed to maintain control.

Discussion self-grading also requires reflection on experiences, beliefs, knowledge, one’s self, and practices with the goal of improving (Kember, McKay, Sinclair, & Wong, 2008). Reflection is an important lifelong skill for life, career, learning, and problem solving. It helps people improve both performance and practice in all facets of life. In the case of discussion self-grading, as learners engage in grading their own discussions, they reflect upon their discussion performance. Learners discover their mistakes and accomplishments, learn what they can improve and how, and are motivated to do better in the future.

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student engagement June 7

Classroom Discussions: How to Apply the Right Amount of Structure

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While preparing for a Teaching Professor Conference session on facilitating classroom discussions (much of which applies to online exchanges), I’ve been reminded yet again of the complexity involved in leading a discussion with students new to the content and unfamiliar with academic discourse.

One of the most vexing complexities involves finding the balance between structure and the lack of it—between controlling the content and opening it up for exploration. Without structure, discussions tend to wander off in different directions, and what should have been talked about isn’t discussed. A single comment can take the discussion off track, and once it’s headed in the wrong direction, it’s tough to get it back. Open-ended explorations are potentially productive, but too often the wandering doesn’t go anywhere and little learning results.


How to Design and Facilitate Online Discussions that Boost Student Learning May 2

How to Design and Facilitate Online Discussions that Boost Student Learning

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In an online learning environment, the discussion board is the heart and soul of the course. The posts, queries, responses, and exchanges aren’t just about learning the course content—they also help to humanize the course. The trouble is, of course, that it’s not always easy to get students to participate in the kind of deep learning instructors envision when they design their online courses. Students tend to simply agree with each other to fulfill their required number of posts, and the discussion remains at a superficial level.

In Design and Facilitate Online Discussions That Enhance Student Learning and Engagement, Meixum Sinky Zheng, PhD, an assistant professor and instructional designer at the University of the Pacific, shared strategies to creating better online discussions. This article is based on the ideas she discussed in that 2016 program.

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writing on sticky note November 1, 2016

Course Netiquette Expectations

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All students pay tuition and deserve a positive and courteous learning environment. Students should be aware that their behavior impacts other people, even when interacting online. I hope that we will all strive to develop a positive and supportive environment and will be courteous to fellow students and your instructor. Due to the nature of the online environment, there are some things to remember.

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student on laptop June 12, 2015

How to Foster Critical Thinking, Student Engagement in Online Discussions

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Threaded discussions can provide excellent opportunities for students to engage in critical thinking. But critical thinking isn’t an automatic feature of these discussions. It needs to be nurtured through clear expectations, carefully crafted questions, timely and useful feedback, and creative facilitation.


April 13, 2015

Save the Last Word for Me: Encouraging Students to Engage with Complex Reading and Each Other

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Online discussions are often implemented in college classes to allow students to express their understanding and perceptions about the assigned readings. This can be challenging when the reading is particularly complex, as students are typically reluctant to share their interpretations because they are not confident in their understanding. This can inhibit meaningful interactions with peers within an online discussion.



March 23, 2015

Coaching Strategies to Enhance Online Discussions

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I am not an athlete. I lack coordination and have some physical limitations. My husband, on the other hand, is an excellent skier. He isn’t a teacher but he believed I could learn to ski, convinced me to try, and partnered with me in the learning process, like the best teachers do. Learning to ski taught me 10 coaching strategies bridging four areas: establishing a safe space to learn, sharing responsibility, providing feedback, and empowering the learner. I apply these strategies to facilitating online discussions, but they relate to a range of learning contexts.


March 11, 2015

Three Questions to Reframe the Online Learning Conversation

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Is it time to change the online learning conversation? The debate about whether online courses are a good idea continues with most people still on one side or the other. Who’s right or wrong is overshadowed by what the flexibility and convenience of online education has offered institutions and students. Those features opened the door, and online learning has come inside and is making itself at home in most of our institutions. No doubt the debate over the value of online learning will continue, but perhaps it’s being judged by the wrong criteria.