Description Working in groups can be challenging if groups don’t take the time to outline each member’s strengths and potential contributions and also the guidelines for how the group will act and react to situations as the project develops. This is especially true for large-size classes. Link to example artifact(s) UCF professor Susan Jardaneh clearly …
Continue reading “Establish a Group Discussion Strategy”
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Collaborative Learning,
Discussions,
Interaction
Description Setting up a discussion prompt is important for initial structuring, but it is crucial to facilitate during the discussion to ensure it is progressing. Baker (2011) warns, “Unmanaged discussions invite chaos.” However, most instructors agree that participation and grading of discussions takes the majority of one’s time (Cranney, Alexander, Wallace, & Alfano, 2011). Here …
Continue reading “Facilitate Discussions Effectively”
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Discussions,
Facilitation,
Interaction,
Scaffolding
Description Holding effective, engaging discussions in large classes can be a challenge. However, they provide an opportunity for online students to engage with each other and the instructor in a way not possible with other kinds of assessments. Here are some ideas to structure this effectively. Group Size: The most common acceptable number for groups …
Continue reading “Manage Discussions in Large Classes”
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Discussions,
Grading,
Interaction,
Large Classes,
Management,
Rubric
Description While faculty might hope that students can “just discuss” a topic online with little or no support, Beckett, Amaro‐Jiménez, and Beckett (2010) found that “even doctoral students may need explicit grading instructions, and therefore provide rubrics and sample responses while not stifling creativity” (p. 331). Rubrics provide clear expectations for students regarding how an …
Continue reading “Create Discussion Rubrics”
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Assessment,
Discussions,
Peer-Reviewed Entry,
Rubric
Description Discussion prompts are the written “springboard” from which online discussions are launched and are essential to encourage shared understanding (Du, Zhang, Olinzock, & Adams, 2008). Discussion prompts can vary from pithy (e.g., “Discuss [Topic X]”) to verbose (e.g., an entire printed page of instructions). However, the best standard for gauging the effectiveness of a …
Continue reading “Create Effective Discussion Prompts”
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Blog,
Communication,
Discussions,
Interaction,
Problem-Based Learning
Description Developing oral communication skills is included as a learning objective for many general education programs and courses, however, implementation and assessment of such skills varies by course and instructor (Sapia et al., 2020). Different forms of oral communication are incorporated into online introductory or upper-level courses. These include synchronous discussions as well as more …
Continue reading “Encourage Transparency and Accountability for Group Oral Presentations”
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Collaborative Learning,
Communication,
Interaction,
Peer-Reviewed Entry,
Presentation
Description The evolving societal and professional landscape requires attention towards complex and future-oriented contexts. These include the processes and impact of digital information, technological advancements such as robotics, AI and automation, as well as global interconnectedness and the multiple opportunities that arise from these (OECD, 2021a). Conversely, it is essential to combat threats to basic …
Continue reading “A New Paradigm: Addressing Complex Challenges with Transdisciplinary Skills”
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Content,
Data Literacy,
Lifelong Learning,
Peer-Reviewed Entry,
Transdisciplinarity
Description Student learning is more impactful when meaningful reflection is integrated into course design (e.g., Lee & Sabatino, 1998). Providing students with the opportunity to think about their learning experiences and articulate connections to their personal, professional and academic goals can help them better prepare for career success and lifelong learning (e.g., Rolfe, Jasper, & …
Continue reading “Apply the DEAL Model of Critical Reflection to Maximize Learning in Blogs”
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Assessment,
Blog,
Peer-Reviewed Entry,
Reflection
Description Statistics is a word that usually brings intimidation to many seasoned educators who find themselves in a doctoral program as graduate students and have not done math in years. “The trouble with numbers is that they frighten a lot of people” (Leslie W. Rodger, as quoted in Diamantopoulos, Schlegelmilch, & Halkias, p. xxi, 2023). …
Continue reading “Demystifying Statistics for Doctoral Students in Education Using Collaborative Whiteboards”
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Content,
Doctoral students,
Education,
Peer-Reviewed Entry,
SPSS,
Statistics,
Whiteboard
