Discussion Rubrics

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 …

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Course Evaluations

Description University faculty often receive course evaluations from students, but it is rare that these evaluations are used to improve teaching methods or course design (Golding & Adam, 2016). This reluctance is often due to instructor perceptions of course evaluations as lacking validity and reliability, but according to a study done by Benton & Cashin …

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Cheating Reduction Strategies

Description There are five common academic dishonesty practices. Online faculty members need to be aware of them and take them into consideration while designing their courses. Plagiarism – using another person’s words or ideas without appropriate citation conventions as presented in different Fabrication – making up data, results, information, or number, and recording, and reporting …

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Assessment

On this page are pedagogical practices related to Assessment of learning. You might also wish to view the practices related to Course Content or Interaction. TIP: Click a linked phrase in order to view full entry. (On each page you may leave a star rating or use the “Discussion” tab to make comments.) Assessing authentic …

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