Peer review badge Disrupt the One-Way Street of Feedback to Encourage Reflective Practice

Description Traditionally, feedback on student work is a one-way communication from instructor to student. Due to the inherent complexity of unilateral feedback, students may feel emotional and psychological impacts, a lack of power or autonomy, or demotivation. Re-engineering this process to include student-instructor dialogue in order to break down one-way flow provides space for interactive …

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Utilizing Active Learning Techniques to Promote Application of Knowledge

Description In today’s complex world, acquiring knowledge and using tools in a single domain is insufficient to remain competitive as individuals. Students must also learn to apply tools and knowledge in new domains and different situations (Grabinger & Dunlap, 1995). In addition, the spread of misinformation is becoming a common concern among education and society …

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Encourage Metacognitive Learning by Visualizing Objectives

Description Students want to know what will be on the test. But faculty want students to focus on authentic learning rather than simply scoring well. Our strategy addresses both desires. Good course design involves alignment of course and lesson objectives with relevant activities and assessments. It is imperative that students be provided with this “roadmap” …

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Scaffold Student Success in Online Learning through Metacognitive Prompting and Reflective Journaling

Description Student self-regulation, or the ability of students to self-direct and monitor their learning behaviors, has been shown to be a viable predictor for significant learning (Shea & Bidjerano, 2012) and accounts for significant portions of the variance in learning outcomes (Wertz, 2014). Scaffolding student self-regulation has been shown to impact self-regulation of online interactions …

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Using Student Created Blogs as a Progressive Formative Assessment in an Online STEM Course

Description The utility of writing assignments to enhance learning biology is well documented (e.g. Mynlieff et al., 2014; Couch et al., 2015). Such assignments can provide the basis for assessing higher-order and critical-thinking skills (Kelly et al, n.d.). Furthermore, when students are able to react to instructors’ feedback by re-drafting or adjusting their written work, …

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