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!
Online Classroom Current Issue: November 2017
We seem to have advanced from the traditional web page to an “appified” world where we use a specific app to reach what we want on the web rather than a web browser, whether we are checking the weather, posting on Facebook, or sending a Tweet. The same is true of teaching, where systems such as Nearpod, Voicethread, and Kahoot are our go-to methods for engaging students with technology.
When I see yet another survey asking faculty their opinions about whether online teaching can achieve learning outcomes as well as face-to-face teaching, I immediately ask why they are using face-to-face teaching as the standard of quality education. Why are they not asking whether face-to-face teaching can achieve learning outcomes as well as online teaching?
When students do poorly on an assignment, faculty generally chalk it up to either a) lack of effort or b) lack of intelligence. But problems in product are usually problems in process, and often students lack the “self-regulated learning strategies” needed to be successful (Wandler and Imbriale, 2017). Self-regulated learning strategies include goal setting, self-monitoring, and help seeking.
Online courses and degree programs continue to be popular with both students and instructors. Many online instructors use discussion forums in their online courses with varying levels of success. This article shares three ideas instructors can use to enhance their online course discussions. Idea 1: Less may be more One frequent complaint I hear from students about online discussions is that they can quickly become overwhelming. For students, sifting through and reading dozens and dozens of