Ackerman, A. (2008). Hybrid Learning in Higher Education: Engagement Strategies. College & University Media Review, 14(1), 145-158.
Students in a hybrid/blended classroom face expectations and challenges that are not found in traditional or online classes. For students to enroll in hybrid classes, they must be in physical proximity to the higher learning institution and available to attend occasional face-to-face sessions. Yet they still need to be prepared to work online independently to meet requirements and deadlines. Ackerman (2008) presents five categories needed for hybrid classes to ensure learner engagement; “perceived security and self-confidence; drama and engagement; learner context and control; learner support; and digital demographics” (p. 145). Preliminary in-class introductions are needed to give students a sense of community and commitment. At the first meeting, materials and online tools should be introduced. Engagement encourages student interaction to provide collaborative options. Students relate to content when assignments are connected to real-world issues. Learner support is needed by teacher/facilitator on a personal level as well as educational and technological. Finally, the logistics and integrity of digital access is a critical part of student success.
Anglin, L., Anglin, K., Kaliski, J., & Schumann, P. (2008, January). Improving the efficiency and effectiveness of grading through the use of computer-assisted grading rubrics. Decision Science Journal of Innovative Education, 6(1), 51-73.
Rubrics have become a standard part of educational assessments. They are a framework of expectations that provide the student with details of an assignment, assuring that the learner will create a product that fits what the instructor is looking for. Traditional rubrics are developed and hand-graded by the teacher for each student. This task can be time-consuming and is often subjective. Several educational technology companies have created a computer-assisted grading system that reflects the rubric and provides a clean-cut, objective assessment of student work. While this type of grading takes the post-performance burden from the teacher, there is a tremendous amount of preparation and specificity needed if the electronic grading is going to give an accurate and objective grade. The teacher must define a detailed list of assignment criteria with a point value. These criteria must be recognizable by technological means. For example, this method would work well on a multiple choice test where there is little ambiguity in answers. But the challenge exists when the assignment is more conceptual.
Although these computer-assisted grading programs have been shown to save time in the long run as well as provide objective, standardized scores, there are many concerns. This method of grading may be better suited to certain disciplines. It also fails to address the needs of academically challenged students. In the context of differentiation, education is not meant to deliver cookie-cutter evaluations for all students.
Arend, B.D. (2007). Course assessment practices and student learning strategies in online college courses. Journal of Asynchronous Learning Networks, 11(4), 3–17. https://doi-org.postu.idm.oclc.org/10.24059/olj.v11i4.1590
Arend recognizes that online education did not have data affirming the success of assessments in e-learning environments. Using formative and summative assessments, the author proposes practices that can enhance learning and promote reflection for instructors. These methods include multiple and varied forms of evaluations, timely grading by instructors, and effective feedback to the student. Online discussions and assignments play a big role in successful learning results.
The study showed that formative assessments were frequent and interactive. These evaluations are meant to give feedback to students and eliminate areas of confusion or the lack of understanding. The assessments can be quizzes, discussions, minor short-term assignments, and ‘rehearsal’ (a term for practice or repetition, used by author). Summative assessments are more comprehensive and give an overview of student understanding. They can be chunked for students which allows better time-management and organization. Using the formatives as precursors to the summative can assure the best performance and overall learning of the students.
Bathe, L. (2006). Creating authentic and engaging assignments in your online course. Illinois Online Network, 7(4). Retrieved from https://post.blackboard.com/bbcswebdav/pid-762116-dt-forum-rid-34035350_1/courses/2018_19_TERM4_EDU637_30/Documents/Bathe%281%29.pdf
Assignments are an integral part of the learning process. But tasks that require recall or reiteration are often meaningless when building long-term learning. For an assignment to help create a knowledge base, it needs to be relevant and authentic. Students need to understand how their efforts will advance them in their future. Bathe (2006) gives criteria for creating valid and quality assignments that build on the subject matter as well as previous knowledge. She suggests that lessons need to be realistic, innovative, explorative, simulations of real-life, measurable, and iterative. For an exercise to be authentic, it needs to mimic a real-world situation. Often, an existing assignment can be revised to fit these criteria. This prepares students to think through actual problems, refer to their existing personal information base, and identify the relevance of the tasks.
Clarà, M. & Barberà, E. (2013). Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129–136. https://doi-org.postu.idm.oclc.org/10.1080/01587919.2013.770428
The authors take exception to connectivism being labeled a learning theory but view it as rather a pedagogical view. Clara and Barbera (2013) consider the newly introduced learning theory, connectivism, as a philosophy combining the three traditionally recognized learning theories: behaviorism, cognitivism, and constructivism. Whether a theory or a pedagogy the authors recognize that connectivism, as proposed by Siemens and Downes, paved the way for online learning, particularly as MOOCs. This new approach to learning opens up a world of resources that traditional methods of education cannot provide. The networks created allow educational potential that spans the globe.
Gleason, B., & Greenhow, C. (2017). Hybrid Learning in Higher Education: The Potential of Teaching and Learning with Robot-Mediated Communication. Online Learning, 21(4), 159-176.
With online learning becoming more common in higher education, students have less personal engagement with classmates and instructors. The hybrid class design attempts to address this, combining occasional face-to-face or virtual interaction with the completion of assignments asynchronously. Face-to-face class time demands physical proximity to a brick and mortar learning environment while virtual interaction occurs through video conferencing (i.e., FaceTime, Skype, etc.) on a fixed monitor. This stationary screen represents a two-dimensional portrayal of the student, often leaving everyone with a sense of personal disconnect.
The answer may be a new mobile technology known as “social robotic telepresence systems (SRTS)” (p. 161). These movable screens provide more personal interaction without the need for physical presence in a classroom. When student-driven movable screens/robots attend the synchronous aspects of hybrid classes, research shows that students gain an enhanced sense of social presence or embodiment. Two robots tested were Kubi, a stationary desktop robot with a maneuverable head screen, and the mobile Double, an iPad mounted on a rolling motorized stand. Data showed that students utilizing either technology gained a stronger sense of belonging, collaboration, and personal presence with their peers. More research needs to be conducted to analyze the impact of enhanced social presence via robotic devices on academic success.
Gurley, L. E. (2018). Educators’ Preparation to teach, perceived teaching presence and perceived teaching presence behaviors in blended and online learning environments. Online Learning, 22(2), 197–220. Retrieved from https://goo.gl/GokGwL
This qualitative study focused on the success of faculty members receiving in-course training as a post to those receiving certification to teach online. All subjects were transitioning from face-to-face courses to become blended or online learning facilitators. The study provided evidence to support the need for certification when designing course content, materials lists, activities, and evaluations.
Effective communication is critical to the success of blended or online courses. Online facilitators must develop ways to connect with students when separated by time and space, Unlike changes in the face to face classroom situation. The challenges of distance learning are worth the benefits of asynchronous, physically independent coursework But this study shows that teachers need quality preparation to ensure student success.
Hill, T., Chidambaram, L., & Summers, J. D. (2017). Playing ‘catch up’ with blended learning: Performance impacts of augmenting classroom instruction with online learning. Behaviour & Information Technology, 36(1), 54–62. Retrieved from https://goo.gl/9aRRp4
Face-to-face classroom learning has been the standard educational forum. With the genesis of technology, students have been afforded the opportunity to partake in courses without consideration of time or physical distance. But blended learning provides a bridge that brings together the benefits of both environments. It merges the personal connection and support of an in-class format with the asynchronous flexibility of online learning. The authors feel that a comparison of the two environments is not a fair assessment. Rather, they attest that blended learning brings together the strength of both learning models to provide the optimum environment for an increasingly aging and busy population of learners.
Livingston, M. (2012). The infamy of grading rubrics. English Journal, 102(2). 108-113.
Rubrics have become a standard part of education. They provide students, teachers, and parents a schematic of what an assignment should include. The categories are weighted with point values appropriate for their importance in the overall product. The educational community has generally accepted the advantage of a system that provides objectivity in grading. However, there are those who believe that rubrics are not allowing the best learning experiences for students. Livingston discusses the ideas of Alfie Kohn, a progressive educator who has openly criticized the use of rubrics. Kohn believes that rubrics take away creativity and open engagement. When the outcomes are so defined, the student has pre-set parameters that may restrict their learning potential.
The author concludes by listing his personal impressions of the benefits of rubrics. Students surveys are documented that reflect their positive sentiments about rubric grading and feedbacks. Livingston leaves the reader with the impression that rubrics are not a panacea and must be used responsibly but they do provide all stakeholders with a constructive and supportive framework for learning.
McKinney, B. (2018). The impact of program-wide discussion board grading rubrics on students and faculty satisfaction. Online Learning, 22(2), 289–299. Retrieved from https://doi-org.postu.idm.oclc.org/ 10.24059/olj.v22i2.1386
With the growing popularity of online classes, it is important that learning is engaging and effective. Much of today’s online curricula involves peer interactions through digital discussions. These assignments need to meet the objectives of the course while creating a mutually respectful student/instructor bond. Often the expectations of the teacher do not align with the students’ understanding of what the assignment entails. This disconnect can lead to lower grades and thus erode the cohort’s trust factor with the instructor. To avoid this, there needs to be clarity and open dialogue regarding the expectations for meaningful peer discussions. To deter any confusion, it serves all stakeholders to have a grading rubric with specific criteria described for the objectives being evaluated. These standards are tied to point values for each level of performance. By providing a clearly defined rubric for students, the ambiguity of discussion board assignments can be alleviated. After the rubrics had been implemented, faculty satisfaction improved 73% and over 50% of students felt positive about the specific instructor feedback they received based on the discussion board rubric.
McMahon, M. (2013). E-learning in higher education. E-Learning Programs In Higher Education — Research Starters Education, 1. Retrieved Sept. 15, 2018, from https://goo.gl/kAe7xG
E-learning has gained in popularity over the last few decades. This format of education appeals to older students who appreciate the time flexibility and the capacity to learn at home. Online courses take on many shapes but most programs have an asynchronous portion that fits into the lifestyles of individuals with careers and families.
This article gives an overview of the various types of online learning: synchronous, asynchronous, and blended/hybrid. Each offers obvious benefits but the disadvantages are real and may be overlooked. Higher institutions have found less of a need to employ tenured teachers and the need for brick-and-mortar campuses is declining. E-learning is not always the style of class chosen and only one-third of students prefer to learn exclusively online. Teacher feedback is not as timely or personalized as in a traditional setting. The Online Learning Consortium (OLC), formerly the Sloan Consortium as described in this article, has stated that public institutions have a better prospect that for-profit universities when offering online courses. There is definitely a shift in how and where education takes place.
Peterson, J. (2016). Formative evaluations in online classes. Journal of Educators Online, 13(1). Retrieved from http://search.ebscohost.com.postu.idm.oclc.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.5438465cbc3247bea866cd63377db52e&site=eds-live&scope=site
Online course assessments tend to be summative, with a final project or test at the end of the program. However, intermittent formative assessments may lead to a better understanding of student learning and provide instructors with valuable information. Based on assessment results, course strategies can be changed mid-course to ensure student success. If students do not perform well on the formative assessments, the instructor can readjust either the course materials, presentation, or expectations. Student success must be balanced with realistic goals and this is most easily tracked by formative assessments given periodically.
An important component in the use of formative assessment is instructor feedback. This makes all stakeholders accountable and gives them a chance for improvement as the course progresses. The learner gains a sense of ownership in their own process since they can gauge whether or not they are meeting course expectations. Research shows that this leads to student satisfaction and continuation within the program.
Robinson, D., & Wizer, D. (2016). Universal design for learning and the quality matters guidelines for the design and implementation of online learning events. International Journal of Technology in Teaching & Learning, 12(1), 17–32.
Designing an online course presents challenges for educators. An effective online course must provide rigorous learning activities in an organized format while meeting the needs of all types of learners. Quality Matters (QM) is a program that verifies the quality, and consistency of online courses using a well-constructed checklist. These guidelines provide an excellent outline of how to design courses that provide students with motivation leading to academic success.
In conjunction with QM guidelines, the article describes the Universal Design for Learners (UDL), a framework that assures the quality of education for all students. This program takes into account all types of exceptional learners, including physically, emotionally, or academically challenged. Together the two frameworks provide educators with powerful tools to design courses and provide the best education for learners.
Rusk, M. (2002). Sloan Consortium (Sloan-C): Working toward quality standards for online courses. Community and Junior College Libraries, 11(1), 65-68. doi: http://dx.doi.org/10.1300/J107v11n01_07
Sloan Consortium (now known as Online Learning Consortium) is an educational alliance that reviews online learning programs to assure that these course designs and educational value are equivalent to traditional face-to-face programs. The group aligns their suggestions with four goals: learning effectiveness, faculty satisfaction, student satisfaction, and course access (p. 66). By reviewing there four areas, the consortium uses several criteria. These guidelines are rigorous and create exemplary goals for any online institution to reach. The delivery grid, comparing location with student time, provides a good visual showing how traditional classes differ from asynchronous online learning.
Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1). Retrieved from http://www.itdl.org/Journal/Jan_05/index.htm
Educators have long recognized three foundational learning theories: behaviorism, cognitivism, and constructivism. These theories explain how we develop and gain our lifetime knowledge. With the introduction of technology, knowledge is now a continually shifting goal. Described as the “half-life of knowledge”, half of what is known today will be obsolete in 10 years, according to the American Society of Training and Documentation. This puts the onus on education to adopt new strategies for student learning.
This new vision of learning has given rise to the learning theory of connectivism which views learning as an ever-growing network. Learning is not an internal entity but an external, technology-reliant focus. Knowledge is obtained from global data that continues to change and increase. The traditional theories do not allow for this rapid change due to their dependence on foundational and unchanging information.
Sudria, I. Redhana, I., Kirna, I., & Aini, D. (2018). Effect of Kolb’s learning styles under inductive guided-inquiry learning on learning outcomes. International Journal of Instruction, 11(1), 89–102. https://doi-org.postu.idm.oclc.org/10.12973/iji.2018.1117a
Using Kolb’s learning style inventory and various qualitative methods, the authors examined the effects on high school chemistry students during guided-inquiry. Following Kolb’s four phases of experiential learning (concrete experience, reflective observation, abstract conceptualization, and active experimentation), students were categorized into four aligned groups: Divergers, Assimilators, Convergers, and Accommodators.
The chemistry students were monitored through problem-based activities, project-based learning, inquiry activities, and investigations. The results showed that individual learning styles had a significant effect on the cognitive learning achievement of the students. Convergers and Assimilators showed improvements in questioning and experiment design. Divergers and Accommodators improved most through concrete lab activities.
University of Central Florida (2005). Program Assessment Handbook: Guidelines for planning and implementing quality enhancing efforts of program and student learning outcomes. Retrieved from https://oeas.ucf.edu/doc/acad_assess_handbook.pdf
Educators have many misconceptions pertaining to program assessments. These fallacies have been obstacles for the implementation of effective program evaluations and respect of subsequent data. The following list documents misunderstandings that may stand in the way of program success (p. i-ii): assessments are used to evaluate faculty performance, program assessment is not necessary if students are learning, one faculty member is enough to conduct assessment, results might lead to some program eliminations, assessment does not benefit students, assessment plan is “one size fits all” for years to come, program assessment is too time-intensive and complex.
This handbook is a comprehensive, well-organized outline of why and how program assessments need to occur. The resulting data aims to improve, inform, validate, and support all stakeholders in the program. It is reflective and goal driven, always keeping the objectives as the focus. One particularly interesting aspect is the definition of the ‘ideal’ student (p. 21), based on cognitive, performance, and affective skills provided as a result of the program.
University of North Carolina at Chapel Hill (1996, February). Planning, designing, and evaluating student assignments. Center for Teaching and Learning, 18. Retrieved from https://post.blackboard.com/bbcswebdav/pid-762116-dt-forum-rid-34035351_1/courses/2018_19_TERM4_EDU637_30/Documents/ Planning%20Designing%20and%20Eval%20Student%20Assignments%281%29.pdf
Learning is most effective when students have ownership of their involvement in the course. This places the onus on the instructor to develop assignments that not only meet course goals but are also relevant to the students’ lives. Authentic lessons are those that have a connection to real-world activities. If a student can see how a lesson will pertain to his/her personal future, they are more likely to commit time and effort to the assignment.
Lesson planning requires that facilitators understand where their students fit into the schema of the course. But the real challenge exists in the development of assessments. How can a teacher effectively discern whether or not the student has met expectations? Thus, it is incumbent upon the teacher to clearly define and present the curricular goals at the beginning of the course. These objectives must focus on positive student performance to achieve success, with a real-world component to which students identify.
University of Queensland (2014, March 26) Structuring your assignment. Retrieved from https://www.uq.edu.au/student-services/learning/structuring-your-assignment
Middle school students are often taught how to construct an essay by using the “hamburger method”: the top bun is an opening paragraph with a thesis statement, three paragraphs make up the inside, and the bottom bun is the concluding paragraph. This webpage is a senior version. It systematically lays out the format for a good research paper. There are well laid out paragraph construction suggestions as well as recommended transition words specific to the type of paper that is being written. These ideas will help the learner create a cohesive, well-flowing product.
Wurdinger, S., & Allison, P. (2017). Faculty perceptions and use of experiential learning in higher education. Journal of E-Learning & Knowledge Society, 13(1), 15–26. Retrieved from http://search.ebscohost.com.postu.idm.oclc.org/login.aspx?direct=true&db=eue&AN=121262058&site=eds-live&scope=site
When completing an assignment, it is important to follow certain writing protocols. The information in this article resembles the “hamburger method”. The topic sentence or thesis statement defines what the assignment is to accomplish. It contains information as to what the following paragraphs shall include. The subsequent paragraphs each address one issue within the topic. The final paragraph in the assignment is the overall conclusion, tying together the three paragraphs to answer the initial thesis statement. Not only does this article help with construction but it also gives ideas for linking language to create cohesive paragraphs. The suggested phrases not only help with the flow of language but also define the writer’s intent. Color-coded paragraph suggestions allow for easy identification of the strategies.
Research shows that employers hire candidates with experience who have learned to perform desired tasks. Yet this type of “learning by doing” is not easily reflected in higher education. Faculty surveys have attributed this to several reasons including curricular restraints, class size, or classroom logistics. John Dewey touted the benefits of experiential learning and Kolb reinforced the theory, stressing the iterative process with reflective observation.
According to the research, faculty believe in the positive effects of hands-on learning but are not adequately trained in the implementation of experiential learning in the classroom. The authors suggested that higher education curricula should include out-of-classroom field trips, true collaborative projects, interviews, or even Socratic circles, all guided by the instructor. This process aligns with constructivist theory.
Vonderwell, S., & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. TechTrends: Linking Research & Practice to Improve Learning, 57(4), 22. https://doi-org.postu.idm.oclc.org/10.1007/s11528-013-0673-x
The purpose of assessments is to provide the instructor with data and as a method of teaching through reflection and pro-active learning. The author differentiates between “assessment OF learning and assessment FOR learning” (p. 23). The former is to assign grades while the latter is to provide the student with valuable feedback that enhances the learning process. Formative assessments can be authentic and meaningful as in online journaling. This could include reflection papers, a one minute paper, role-playing, hook questions as prompts, things to keep in mind, and a question wall.
Wyss, V. L., Freedman, D., & Siebert, C. J. (2014). The development of a discussion rubric for online courses: Standardizing expectations of graduate students in online scholarly discussions. TechTrends: Linking Research and Practice to Improve Learning, 58(2), 99–107. Retrieved from http://search.ebscohost.com.postu.idm.oclc.org/ login.aspx?direct=true&db=eric&AN=EJ1040182&site=eds-live&scope=site
Online discussions present a challenge for students and instructors alike. When trying to determine what constitutes effective online presence and performance, little support is available. The research described in this article sought to create a rubric focused on student discussions in online classes. Its goal was to provide standardized expectations so all stakeholders understood the criteria needed for successful online interaction. The coursework studied was based on the theoretical framework of social and cognitive constructivism. Student participation required an adequate time allowance, ample feedback from peers and instructor, meaningful contributions, and quality interaction. The resulting rubric was holistic and addressed many aspects of collaborative communication.
Objectives were presented to students and the rubric was used a the guideline for course discussions. Upon implementation and grading, statistics were collected and evaluated. Surveys were administered to determine student satisfaction. Data showed that scores showed a statistically significant increase when objectives were clearly stated ant the rubric steered online conversations.
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