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Blended Learning
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Unit 8 E-Brary Resource(s)Article: The Optimum Blend: Affordances and Challenges of Blended Learning For Students by Nuray Gedik, Ercan Kiraz, M. Yaşar Özden
This article defines blended learning as a combination of face-to-face instruction and online learning in an educational environment. It explores the benefits and challenges of implementing blended learning in education. A qualitative approach was used during this case study to reveal student's experiences with the benefits and challenges of blended learning. The proportions of the content was 50% face-to-face and 50% online learning. Weekly reflection papers, interviews, and documents were collected from students to ensure authenticity of their perspectives. Here were some benefits and challenges named in the article...
Benefits of blended learning:
Challenges of blended learning:
Gedik, N., Kiraz, E., Ozden, M. (2012). The Optimum Blend: Affordances and Challenges of Blended Learning For Students. Turkish Online Journal of Qualitative Inquiry. 3(3). Retrieved from URL: http://dergipark.gov.tr/download/article-file/199781 |
Unit 7 E-Brary Resource(s)Article: Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences by E.C. Boling, M. Hough, H. Krinsky, H. Saleem, M. Stevens
This article explores what online learning practices are effective through the perspective of the teacher and the learner. Ten undergraduate and graduate students were interviewed as well as 6 instructors on what they believe positively impacted their online experiences. The article discusses the topic through the terms of theoretical framework and methodology. Findings revealed that online courses were less successful when there was minimum to no interaction which left participants feeling disconnected. There was a positive impact on the participants when courses or programs were more interactive, incorporated multimedia and participants experienced real world application. On the flip-side, courses that emphasized text-based content was was not ideal.
___________________________ Boling, E.C.; Hough, M.; Krinsky, H.; Saleem, H.; Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education. Elsevier Inc. 15, 118-126. |
Unit 6 E-Brary Resource(s)Article: eFact: Formative Assessment of Classroom Teaching for Online Classes by Gina G. Berridge, Samantha Penney and Judy Wells.
This article explores the evaluation of student learning through feedback. More specifically, e-formative evaluations are used to ensure quality online instruction and programs. This article explores the impact of formative assessments as instructors use them throughout their online course. Instructors are able to adjust instruction during the course as opposed to solely improving future courses. A process is used to anonymously gather student feedback through a faculty consultant via email. It is referred to as Electronic Formative Assessment of Classroom Teaching (eFACT). The article lists 5 virtues of online learning:
___________________________ Berridge, G.G., Penney, S. & Wells, J.A. (2012). eFact: Formative assessment of classroom teaching for online classes. Turkish Online Journal of Distance Education, 13(2), 119-130. |
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Online Learning
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Article: Students' characteristics, self-regulated learning, technology self-efficacy and course outcomes in online learning by Chih-Hsuan Wang, David Shannon and Margaret Ross
This article examined the "relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings." The study found that students who had previous taken online courses had more positive perspectives on online learning in general and higher motivation to complete the courses. The higher levels of motivation had a correlation between the results of the technology self-efficacy and course outcomes. Theses students also used more effective learning strategies. Evidence was collected through the form of a modified motivation strategies learning questionnaire, course satisfaction questionnaire, online technology self-efficacy scale and the final grades. The results of the research found no gender difference in regards to technology self-efficacy, self-regulated learning and motivation. It also found that students who had high levels of technology self-efficacy received better grades.
Recommendations from the author:
Wang, C., Shannon, D.M. & Ross, M.E. (2013). Students' characteristics, self-regulated learning, technology self-efficacy and course outcomes in online learning. Distance Education, 34(3), 302-323. doi: http://dx.doi.org/10.1080/01587919.2013.835779 |
Unit 5 E-Brary Resource(s) |
The Quality Scorecard was developed with the purpose of evaluating the administration of online education programs. The Quality Scorecard was created using the Delphi Method. A consensus from a panel of experts was used through a systematic process of surveying and reciprocal feedback. The rubric is still under development. The Quality Scorecard has 9 categories with a range of 1-11 indicators for each category. The categories include:
Each indicator under the listed categories receives a rating on a 0-3 point scale. The quality framework the rubric is premised on is the Sloan-C 5 pillars of quality: 1. Scale (Cost Effectiveness and Commitment) 2. Access 3. Faculty Satisfaction and 4. Student Satisfaction. It is a comprehensive system to measure the overall course program. There is also an interactive component to the rubric which includes uploading faculty training materials and student survey reports. Next steps include determining a minimum score for each category, process for benchmarking and community of practice website. ___________________________ Olcsloanc. (2011, November 4). Score Card. Youtube. Retrieved from URL: https://www.youtube.com/watch?v=Ic2YXM3lUoU |
Unit 4 E-Brary Resource(s) |
Course Assessments
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Dr. Bridget Arend discusses the importance of course assessments and its impact on student learning. Course assessments measure the quality of learning happening in the classroom. It also influences what content students will typically focus on. Learning strategies are referred to in this article as the cognitive process the online learners use to study. She explains that the type of learning is an indicator of the quality of learning when taking into consideration assessment practices. So, this article takes a look into a study on the relationship between assessment practices and student’s learning strategies implemented online at college level courses.
The study takes place using participants from Colorado Community College Online. Instrumentation and data collection included surveys being conducted on formative assessments, summative assessments and student strategies. The Motivated Strategies for Learning Questionnaire (MSLQ) was used as one survey to gather information on various learning strategies. Another survey also collected information from students using a 1-7 rating to score themselves on the frequency of the use of the 5 learning strategies (rehearsal, elaboration, organizational, critical thinking and metacognitive self-regulation). Effective summative assessments can be broken down into these 4 elements:
Feedback has a huge impact on the effectiveness of formative assessments because it drives modifications and adjustments to teaching and learning activities. Here are 4 components that are crucial to its efficiency and success:
There are 5 types of effective learning strategies that inspire cognitive and metacognition:
Arend, B.D. (2006). Course Assessment Practices and Student Learning Strategies in Online College Courses. Denver, CO: University of Denver, School of Education. |
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In this article, Marilyn Roberts of Waynesburg University, refers to the concept of a promising syllabus. This centers around the notion that syllabi should not be a static piece of document, rather a dynamic entity that is fluid and continuously improved throughout the course. Marilyn Roberts discusses the process for creating this dynamic syllabus which involves keeping a copy of the original document and creating a second version named “assessment syllabus.” Roberts also reveals how she documents her mental notes, ideas for assessing, editorial changes and revisions on the actual working syllabus. Reflections written during and after each section of the syllabus allows for Roberts to analyze strengths and weakness of the course. It also helps Roberts to scrutinize the degree in which students achieved the learning objectives of each assessment. ___________________________ Roberts, M. (2013). Creating a dynamic syllabus: A strategy for course assessment. College Teaching, 61(3), 109-110. http://www.tandfonline.com/doi/abs/10.1080/87567555.2012.741081 |
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The article first discusses the importance of grading rubrics/assessments and our need for accountability in the education system. This study addressed the comparison of computer-assisted grading rubric to other grading methods for subjective assignments. Results found that computer-assisted rubrics were faster and more efficient then hand grading without a rubric, with a rubric, and typing feedback into some sort of system. Using a computer-assisted rubric did not negatively impact student satisfaction of feedback or speed of feedback.
___________________________ Anglin, L., Anglin, K., Schumann, P.L. & Kaliski, J.A. (2008). Improving the efficiency and effectiveness of grading through the use of computer -assisted grading rubrics. Decision Sciences Journal of Innovative Education,6(1), 51-73. |
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Program Assessments
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___________________________ Teras, H., Herrington, J. (2014). Neither the Frying Pan nor the Fire: In Search of a Balanced Authentic e-Learning Design through an Educational Design Research Process. The International Review of Research in Open and Distributed Learning. IRRODL. Vol 15. No 2. |
Unit 3 E-Brary Resource(s) |
Online Rubric Development
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In the “Infamy of Grading Rubrics,” Michael Livingston attempts to use Pearl Harbor’s attack and former President Roosevelt’s retaliation of war as an analogy to explain away detractors of rubrics. In other words, this article sets out to debunk critics’ arguments against using rubrics. Livingston further expounds on the three following areas: critics of rubrics, how he personally uses rubrics and advantages of rubrics for students. Let’s explore further...
Critics of Rubrics Michael Livingston begins with the misconceptions of rubrics. He picks apart several rationalizations offered by rubric critic, Alfie Kohn. Kohn’s criticism of rubrics included: rubrics promoting sameness, their promotion of standardization or “checkbox assessments,” rubrics being poorly composed, they encourage lazy instructors, “thoughtful educators” are complaining and that there is much “disdain from the best teachers” regarding rubrics. (Livingston, 2012) Livingston points out that the "thoughtful educators" referred to by Kohn are anonymous and that the "best teachers" are the teachers who Kohn feels agree with him. Livingston's Use of Rubrics Next, Livingston reveals the positives of using rubrics by offering ways in which he effectively utilizes them. He comments on how his rubrics are a personal reflection of his interests in the classroom. He makes sure students know the intentions of the assessments. Students are aware of how they will be evaluated ahead of time. Livingston adds a style/misc section because he recognizes that one size does not fit all. This allows him a little more flexibility to make more subjective adjustments such as for voice, taking risks, etc. He provides feedback to students in the form of individualized letters. This allows students to receive a personal reaction from the instructor. Advantages of Rubrics for Students Finally, Livingston discusses how students benefit from using rubrics. He argues that grades are explained and more comprehensive on a rubric. This allows students to self-correct and identify how to be successful. Rubrics are also beneficial because students and teachers are both a part of the process and it can generate conversation around the assessment. According to student feedback on grading methods, students felt that the 5-part grade breakdown and e-feedback criteria were the most effective methods. 66.7% of students selected those two areas as the best form of grading and feedback. So in conclusion, Michael Livingston makes a compelling case on the importance of rubrics and how to use them effectively. ___________________________ Livingston, M. (2012). The Infamy of grading rubrics. English Journal, 102(2), 108-113. Retrieved from URL: https://post.blackboard.com/bbcswebdav/pid-4008236-dt-content-rid-30640441_1/courses/EDU637.901124058390/Documents/infamy%20of%20rubrics%282%29.pdf |
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Online Rubric Development
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This 23-page article attempts to continue the ongoing conversation on assessment tools such as rubrics. Maha Azmi Dandis talks about how to use rubrics as a formative assessment so that students not only have opportunities to judge their own work, but reflect on requirements, progress and learning based on feedback. Rubrics are performance assessments that are increasingly recognized as an important component in teaching, learning and assessing. Dandis speaks to student motivation and how a rubric can give a student the ability to improve and reach their desired level. Maha Azmi Dandis also describes how rubrics focuses the instructor as well and helps them to reflect on goals, learner outcomes and student progress.
Dandis discuss various characteristics of rubrics which include...
Dandis also noted some criticism of rubrics which include…
Maha Azmi Dandis further explores rubrics through case studies. Several studies were referenced in the article concerning student’s perspectives on rubrics. Overall, students favored rubrics and felt that they produced higher quality work. The studies revealed that rubrics provided an abundance of data on learners. One study found that rubrics combined with student peer-group assessment was a powerful teaching strategy that illustrated validity and reliability. Additionally, rubrics engaged students, enhanced their work and allowed them to become more independent. _________________________ Dandis, Maha, A. (2014). Benefits and Criticism. Should we Support or Neglect Using Rubrics? Evidences from a Literature Review. Edmetic: Revista de Educación Mediática y TIC. Universidad de Córdoba. Vol 3. No. 2 |
Creating Online Assessments
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Unit 2 E-Brary Resource(s)
It is imperative that online instructors are able to design successful assessments that are relevant and accurately measure student’s learning. This article delves into exactly that by focusing on 3 components:
Creating effective online assessment strategies and frameworks: Need to select an appropriate assessment strategy which can be in the form of an objective online assessment or a performance assessment. Objective assessments given online such as quizzes, tests, exams, etc. are more vulnerable to cheating and plagiarism. Performance assessments however, utilizes rubrics which evaluate assessments such as cases, projects and/or student portfolios. Assessments aligned to course objectives, activities and assignments In order to ensure alignment to course objective, activities and assignments, instructors must know and articulate purpose. What are students supposed to learn in authentic real-world applications? This is the question being answered when developing learner outcomes. Assessments must also provide evidence of knowledge. Additionally, meaningful feedback is crucial to student growth and improvement to instructional practices. A combination of all of these elements must be present to ensure alignment and success. Implementation of different types of online assessments Simply put, online assessments are delivered on a computer and measures knowledge acquired. Online assessments can contain any of the following elements: formative, summative or diagnostic such as pre-tests for baseline data. Formative assessments are highly effective because feedback is used to help students self-reflect prior to taking summatives which leads to improvement. Key components of formative assessments include:
_________________________ Tilghman, S, B. (2011). Designing and Developing Online Course Assessments. Vol. 4 Issue.9 Retrieved from URL: https://post.blackboard.com/bbcswebdav/pid-4008227-dt-content-rid-30640431_1/courses/EDU637.901124058390/Documents/DESIGNING%20AND%20DEVELOPING%20ONLINE%20COURSE%20ASSESSMENTS.pdf |
Developing Online Course and Guidelines
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Unit 1 E-Brary Resource(s)
There are many components centered on developing an effective online course. This article focuses on one or two in particular. Among the guidelines shared, instructor presence and student engagement are major factors that have a bearing on student success. This article explores these specific elements through the use of Web 2.0 tools.
Instructor presence can be accomplished by communicating, sharing information and developing a sense of community. Web 2.0 tools help to establish instructor presence and personalize classrooms. Some of the Web 2.0 tools mentioned are blogs, social media, wikis, video sharing and more. These tools address student engagement. We have the start of an effective course when instructors use a variety of engaging web tools to inspire students to be innovative and to encourage a sense of community. _________________________ Tunks, K. W. (2012). An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools. Journal of Educators Online. 2012;9(2) DOI 10.9743/jeo.2012.2.4 Retrieved from URL: https://www.thejeo.com/archive/archive/2012_92/tunkspaperpdf |