scholarly journals The Challenge Of Student Assessment In The Online Classroom

2011 ◽  
Vol 3 (4) ◽  
pp. 1
Author(s):  
Jane Whitney Gibson ◽  
Charles W. Blackwell
Keyword(s):  
Online Instruction ◽  
Student Assessment ◽  
Online Classroom

With the proliferation of online instruction, questions have arisen regarding the challenges of meaningful student assessment in the online classroom. This paper examines that concern using the literature and the observations of a panel of faculty experts who exhibit various levels of concern about cheating and plagiarism in the online classroom. Suggestions are offered as to how to overcome these challenges. The authors conclude with recommendations including the strategic use of unique frequent opportunities for assessment.

Resilience and Its Importance to Online Students

2021 ◽  
pp. 67-92
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Student Assessment ◽  
Learning Experiences ◽  
Online Classroom ◽  
Online Student ◽  
Effective Learning ◽  
Student Resilience ◽  
Life Success ◽  
The Impact

Resilience is a key life success trait that can spell the distinction in success or failure of learning experiences for students. The online classroom is characterized by some unique challenges regarding student resilience. These challenges, as well as prospective strategies to overcome them, will be specifically discussed in the areas of technology, communication, and student assessment. Individual focus will be given to the impact of the COVID-19 pandemic and lockdown on mandated all-online instruction and its impacts on resilience of students, many of whom were suddenly required to adapt to online learning. Understanding the factors that facilitate development of online student resilience will enable instructors to create maximally effective learning experiences for their students.

Enhancing Student Engagement Online

2020 ◽  
pp. 170-188
Author(s):  
Paula Reiter ◽  
Julie C. Tatlock
Keyword(s):  
Student Engagement ◽  
Curriculum Design ◽  
Online Instruction ◽  
Student Assessment ◽  
Role Playing ◽  
Learning Objects ◽  
Online Discussions ◽  
Discussion Forums ◽  
Innovative Pedagogy ◽  
Key Aspects

Online instruction must go beyond what has become traditional to create meaningful ways for students to actively engage with one another in online environments. This chapter will explore creative assignments that build upon old technologies like discussion forums but transform them with innovative pedagogy. The authors will give several assignment examples that model new ways to help students learn to learn online, for example, using RTTP character role playing in online discussions and creating interactive projects that are done asynchronously. The examples will display key aspects of curriculum design from learning objects through final student assessment.

scholarly journals The Three C’s of Effective Online Instruction

2017 ◽  
Vol 1 (3) ◽  
pp. 1-3 ◽  
Author(s):  
Keri E. Justice
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Nursing Faculty ◽  
Online Instruction ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Instructional Delivery ◽  
Online Learners ◽  
Online Classroom ◽  
Program Satisfaction

Although much focus is given to the technological and instructional delivery aspects of online learning, there is also much research available that indicates that online learners perceive instructional effectiveness in the online classroom based on cognitive and social aspects more so than the mechanisms for delivery of content. The perception that online learners do not crave a socially intimate and cognitively meaningful learning experience is false, and often these aspects contribute the greatest to the student’s overall satisfaction with the online learning experience. Behaviors and actions that can be modeled and implemented quite easily in any online course that will significantly increase the effectiveness of online instruction are those that develop and promote communication, connectivity, and compassion. In fact, the Institute for Higher Education Policy’s 2000 report of benchmarks for successful online education emphasizes interaction and engagement in the online learning environment, beyond their focus on instructional delivery mechanisms and materials, course curriculum development, and content of the course itself. By implementing behaviors/actions that model connectivity, compassion, and communication, online learners experience a perceived increase in the quality of instruction they receive and an overall increase in program satisfaction, while faculty and the organization experience an increase in satisfaction due to improved faculty-student relationships, assurance of quality education for the community served, and intrinsic motivation for the provision of more meaningful learning. Key words: Online learning, Online instruction, Effective instruction, Distance learning, Nursing faculty, Communication, Connectivity, Compassion, Instructional delivery

Online Instruction as a Caring Endeavor

2011 ◽  
pp. 1497-1500
Author(s):  
Jeanine E. Gangeness
Keyword(s):  
Online Instruction ◽  
Student Nurses ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Professional Nurse ◽  
Student Connectedness ◽  
Online Format ◽  
Nurse Autonomy

Online instruction has been approached with caution by nursing. Concerns range from unfamiliarity with online pedagogy to the potential for decreased student connectedness. Being unfamiliar with the online format can be overcome through a series of self-training, taking courses online, and dedication to the process. Student connectedness is basic to nursing and a caring and compassionate profession. It has been argued that an online format will create an atmosphere of disconnectedness and isolation. To combat this disconnectedness and isolation, an atmosphere of caring is required in the online classroom. This article considers the basics of both creating an atmosphere of caring and concepts that support the online pedagogy. Caring is the essence of nursing and should be conveyed in the instruction of nurses. Online instruction can facilitate a caring atmosphere, when done properly, and promote growth for student nurses. Grounding this notion is a brief discussion of various nursing concepts and theories on caring, and how the key elements of some of these theories relate directly to the outcomes of online instruction. In addition to the concept of caring and relating this to online instruction, a connection to the supporting concepts of trust and professional nurse autonomy are intimately connecting to caring and online instruction. This connection illustrates the foundational results of online instruction and how these are indeed the same elements of the concept of caring.

Resilience and Its Importance to Online Students

2018 ◽  
pp. 252-266
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Student Assessment ◽  
Learning Experiences ◽  
Online Students ◽  
Online Classroom ◽  
Online Student ◽  
Effective Learning ◽  
Student Resilience ◽  
Life Success

Resilience is a key life success trait that can spell the distinction in success or failure of learning experiences for students. The online classroom is characterized by some unique challenges regarding student resilience. These challenges, as well as prospective strategies to overcome them, will be specifically discussed in the areas of technology, communication, and student assessment. Understanding the factors that facilitate development of online student resilience will enable instructors to create maximally effective learning experiences for their students.

Online Instruction as a Caring Endeavor

2011 ◽  
pp. 1361-1364
Author(s):  
Jeanine E. Gangeness
Keyword(s):  
Online Instruction ◽  
Nursing Program ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Student Connectedness ◽  
Online Format

Online instruction in a nursing program strikes fear into the most dedicated and compassionate nursing instructor. Concerns range from unfamiliarity with online pedagogy to the potential for decreased student connectedness. Being unfamiliar with the online format can be overcome through a series of self-training, taking courses online, and dedication to the process. Student connectedness is basic to the caring and compassionate professions, and some assume the online format will create an atmosphere of disconnectedness and isolation. To combat this disconnectedness and isolation, an attitude of caring and an atmosphere of mentoring are required in the online classroom. This article considers the basics of both the concepts of caring and online instruction.

scholarly journals The Three C’s of Effective Online Instruction

2017 ◽  
pp. 18-20
Author(s):  
Keri E. Justice
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Instruction ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Instructional Delivery ◽  
Online Learners ◽  
Online Classroom ◽  
Program Satisfaction

Although much focus is given to the technological and instructional delivery aspects of online learning, there is also much research available that indicates that online learners perceive instructional effectiveness in the online classroom based on cognitive and social aspects more so than the mechanisms for delivery of content. The perception that online learners do not crave a socially intimate and cognitively meaningful learning experience is false, and often these aspects contribute the greatest to the students overall satisfaction with the online learning experience. Behaviors and actions that can be modeled and implemented quite easily in any online course that will significantly increase the effectiveness of online instruction are those that develop and promote communication, connectivity, and compassion. In fact, the Institute for Higher Education Policys 2000 report of benchmarks for successful online education emphasizes interaction and engagement in the online learning environment, beyond their focus on instructional delivery mechanisms and materials, course curriculum development, and content of the course itself. By implementing behaviors/actions that model connectivity, compassion, and communication, online learners experience a perceived increase in the quality of instruction they receive and an overall increase in program satisfaction, while faculty and the organization experience an increase in satisfaction due to improved faculty-student relationships, assurance of quality education for the community served, and intrinsic motivation for the provision of more meaningful learning.

scholarly journals Student Awareness and Use of Rubrics in Online Classes

2017 ◽  
Vol 7 (1) ◽  
pp. 69 ◽  
Author(s):  
Patricia A. Haught ◽  
Terence C. Ahern ◽  
Laurie F. Ruberg
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Student Perceptions ◽  
Online Instruction ◽  
Exploratory Study ◽  
Online Survey ◽  
Student Assessment ◽  
Online Classes ◽  
Design Development ◽  
Standard Practice

The design, development and deployment of online instruction has become standard practice. The focus of the study was on student perceptions of course rubrics and not on the rubrics, themselves, or the instructors. In order to improve student engagement online we conducted an exploratory study of the awareness and perceptions of course rubrics. Fifty graduate students completed an online survey at the end of the semester about their awareness and perceptions of course rubrics. All students reported that they were aware that course rubrics existed. They indicated that they had learned about this information through the course syllabus, professor announcements via email and posts to LMS. Most students reported reviewing rubrics prior to submitting an assignment. One of the key findings from this study was that students see rubrics as a mechanism for scaffolding their performance, and thus, instructors need to focus more effort on designing rubrics to accomplish more than student assessment.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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