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Effective online instructors provide timely, quality, and appropriate feedback to support and facilitate students’ learning process.
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Inside Collection (Course): Derived copy of Best Practices in Online Teaching
Summary: This module focuses on strategies that online instructors can use to provide feedback and support to students in an online environment. This module is part of the Best Practices in Online Teaching Course created by Penn State University World Campus as a guide for faculty who are new to teaching in an online environment.
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Effective online instructors provide timely, quality, and appropriate feedback to support and facilitate students’ learning process.
Email sent to class, ESL 015, Fall 06
Hi class,
Here's my feedback in your work on the summary of Lean's article.
What I was looking at:
a) if you have explicitly and clearly summarized the points as to why numerical grading system is not appropriate. Don't just say it's bad because it's unfair: Lean explained why it is unfair and how it can be detrimental to the students.
b) if you sum up the points as to why descriptive reports on the students might be a better way to replace the numerical grading. You need to include claims and assumptions about why this system would work better. His claim might be "descriptive way works better", but his assumption can be the reasons why that would work better. Let me see, as your reader, why Lean was supporting the descriptive way.
c) how you citied his examples in your own words to support points a) and b).
Please review your summary and see if you have stated all of these three points. Again, I would welcome your further revision on your summary.
Thank you. K. Park
To hear insights from experienced online instructors about preparing for online teaching, access any or all of the following interviews. Please make sure your audio is enabled.
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| Alfred Turgeon - Evolution of Teaching Style(Interviewed by Larry Ragan) (mp3) |
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| Alfred Turgeon - Adapting Content to Course Level (Interviewed by Larry Ragan) (mp3) |
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Anderson, T. et al. (2001) suggests that a common problem in computer conferencing is the difficulty of focusing and refining discussions, which are typically limited to information sharing instead of knowledge construction, application, and integration. Such problems are attributed to the absence of a teaching presence.
Thomas (2002) suggests that three factors account for the lack of “normal discussion” necessary for learning to take place: “isolated mode of participation, the structural organization of messages, and the conflict between the written form and oral function of technology-mediated interpersonal communication” (p.362); good facilitation by a tutor or moderator is important to creating coherent online discussions.
Direct instruction still plays an important role in online learning, but it may take different forms than in traditional face-to-face settings. See Anderson, et al. (2001) for examples (see Anderson, et al. (2001, table page 10):
Anderson, T., Rourke, L., Garrison, D.R., Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asychronous Learning Networks, 5(2), 1-17
Ko, S. & Rossen, S. (2004). Teaching Online: A practical guide. 2nd Ed. New York: Houghton Mifflin Company.
Thomas, M.J.W. (2002). Learning within incoherent structures: the space of online discussion forums. Journal of Computer Assisted Learning, 18, 351-366
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This work is licensed by Larry Ragan under a Creative Commons Attribution License (CC-BY 2.0), and is an Open Educational Resource.
Last edited by Cecelia Merkel on Aug 28, 2007 9:45 am -0500.
"another test for the lens ... I wonder if the author of this article can read this comment ? :)"