Description Discussions in asynchronous online courses provide an opportunity for students to share their thoughts and learn from classmates in a fashion emulating in-class discussions. This allows students to contribute their thoughts and take time to respond to classmates’ comments. In a large enrollment online course, dividing the class into groups provides the opportunity for …
Continue reading “Use Self-Evaluation and Instructor Feedback in Group Discussions to Enhance Participation in Large-Enrollment Courses”
Related Tags:
Discussions,
Facilitation,
Interaction,
Large Classes,
Peer-Reviewed Entry,
Rubric
Description Education in nursing has evolved from traditional classroom and clinical rotations to integration of simulated experiences. Simulated experiences that mirror clinical situations, are a pedagogical approach for enhancing knowledge, skills and self-confidence, thus positively impacting the learning process (Araújo et al., 2018). There is a growing interest to integrate virtual reality (VR) in nursing …
Continue reading “Transitioning to Online Facilitation of Immersive VR Simulations”
Related Tags:
Interaction,
Peer-Reviewed Entry,
Simulation,
Virtual reality
Description When a classroom is typically “flipped,” course materials are introduced online before face-to-face class time, and face-to-face class time is focused on application of what the student has learned online. The instructor’s primary role in the face-to-face classroom is to coach and facilitate, rather than lecture. But how best to blend the two learning …
Continue reading “Flip the Classroom with Student-Generated Online Lectures”
Related Tags:
Accounting,
Content,
Flipped Classroom,
Student Choice,
Video
Description Case-based learning is often used in social science classes, as well as in other disciplines. This can be challenging to implement online. By dividing a class into smaller groups, and assigning a separate discussion board to each group, the groups can do their planning asynchronously and completely online, while the instructor has a complete …
Continue reading “Use Discussion Boards, Google Docs, and Pages Tool for Online, Case-based, Collaborative learning”
Related Tags:
Case method,
Concept,
Discussions,
Google,
Instructional Model,
Interaction,
Method,
Peer-Reviewed Entry,
Process
Description Approximately about half of students entering Science, Technology, Engineering, and Mathematics (STEM) change majors or leave college without completing a degree or certificate (Chen & Soldner, 2013). Researchers found that one of the main contributors for students to switch to non-STEM majors is the type of math courses taken in the first year (Chen …
Continue reading “Adopt Adaptive Courseware in First Year Online Math Course to Support STEM Retention”
Related Tags:
Adaptive Learning,
ALEKS,
Algebra,
Content,
Peer-Reviewed Entry,
STEM
Description Although not experts in the discipline, there have been benefits in having students lead online discussions. Students may be more comfortable to participate in the discussion when it is led by an equal member of the class, rather than the instructor who is perceived as the authority (Lim, Cheung, & Hew, 2011). Questioning from …
Continue reading “Ask Students to Lead the Online Discussion”
Related Tags:
Discussions,
Interaction,
Peer Learning,
Scaffolding,
Socratic Questioning
Description While traditional rubrics can more clearly convey to the student how they will be assessed, there are some limitations to this approach. One limitation is that students may passively rely on the rubric for a checklist on how to complete the assignment, without infusing their own creativity or originality. Even if very detailed, a …
Continue reading “Using Standards-Based Rubrics to Facilitate Online Peer Assessment, Response, and Reflection”
Related Tags:
Assessment,
Discussions,
Peer Review,
Rubric,
Standards
Description An online protocol called “Prompt a Stand” was used in conjunction with Voicethread, a tool for having online discussions, in order to foster a debate on a topic. Protocols are “strategies for having structured communication to enhance problem-solving, encourage different perspectives, and build shared knowledge (Dichter & Zydney, 2015). The Prompt a Stand protocol …
Continue reading “Using Voicethread for Online Debate”
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Course Protocol,
Debate,
Discussions,
Interaction,
Voicethread
Description Online debates have been found to elicit higher levels of cognitive presence in online discussions versus the more traditional question-and-answer format (Zydney, deNoyelles, & Chen, 2014). This can be explained in several ways. In a debate, students must argue for or against a position, with the intention of persuading others to assume the same …
Continue reading “Incorporate Online Debates to Stimulate Critical Thinking and Engagement”
Related Tags:
Assessment,
Critical Thinking,
Debate,
Discussions,
Engagement
Description Asynchronous discussions are often utilized in online courses and while they can be effective toward creating and sustaining a learning community, they are not effective if not optimally designed. It can sometimes be difficult for students to converse in a way in which knowledge is co-constructed, and a way in which students can constructively …
Continue reading “Implement Tuning Protocol to Improve Online Discussion Peer Replies and Assignment Quality”
Related Tags:
Assessment,
Course Protocol,
Discussions,
Interaction,
Large Classes
Use Self-Evaluation and Instructor Feedback in Group Discussions to Enhance Participation in Large-Enrollment Courses