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Archive for October, 2012

Engaging The Passive Learner Online

October 18, 2012 2 comments

Collaborative learning environments help students expand and deepen their knowledge. In fact, our resources indicate several approaches to community creation and outline distinct stages of learner interaction. We also know from our resources there are challenges to creating online communities that students perceive as trusting and active. Simply assigning students a collaborative activity such as an online discussion or placing them in a group does not guarantee all will participate.

By Tuesday:

  • Explain why each student’s participation is important to the online learning community.
  • Describe techniques or strategies an instructor could employ to engage students who lurk in discussions or do not participate in collaborative projects/teams?
  • Recount how you were affected by a peer’s lack of participation within a learning community.

Be sure to cite information from the Learning Resources to support your comments.

By Saturday:

Read through your peers’ posts and respond to at least two. Your response should expand on something a peer said, explain a divergent point of view, ask a question, or offer a personal experience.

Return to this discussion periodically to read responses to your initial posting. Think about what you learned in this discussion.

Additional resource:

An, H. Kim, S., & Kim, B. (2008) Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work. Contemporary Issues in Technology and Teacher Education, 8(1), 65-83. Retrieved from http://www.editlib.org/p/24290/article_24290.pdf&sa=X&scisig=AAGBfm2K9eBrKGUVmhv0j6PFxB5rbhc0OQ&oi=scholarr

The following rubric will be used to assess your submissions.

Criteria for Evaluating Discussion Board Assignments

Quality standards Exemplary  = 3  Good = 2 Needs Improvement = 1
Contributions to the Learning Community The learner’s contribution meets all assigned criteria and frequently expands the discussion topic.The learner takes an active role in discussions. The learner’s contribution satisfactorily meets the assigned criteria for contributions to the discussion topic.The learner interacts frequently within the community. The learner makes minimal or no contribution to the discussion topic.The learner makes occasional or no comments.
Initial Posting: Critical Analysis of Issues Demonstrates critical thinking to analyze and relate key points.Supports content with required readings or course materials, and other creditable sources. Relates to the assigned discussion topic with satisfactory evidence of critical thinking.Summarizes and supports content using information from required readings and course materials. Summarizes or restates discussion topic components with minimal evidence of critical thinking skills.Post has minimal or no connection to course materials.
Responses: Quality of Learning for Colleagues and Self Provides specific, constructive, and supportive feedback to extend colleagues’ thinking.Offers additional resources or experiences. Provides constructive and supportive feedback to colleagues.Refer to sources from required readings and course materials. Provides general feedback with minimal or no connection to required readings or course materials.Demonstrate minimal evidence of personal learning as a result of interaction with colleagues.
Expression Provides clear, concise opinions and ideas effectively written in Standard Edited English.Includes appropriate APA-formatted citations and reference list. Provides clear opinions and ideas written in Standard Edited English.Includes satisfactory APA-formatted citations and reference list. Expression is unclear or interrupted by errors.Includes minimal or no APA-formatted citations and reference list.
Categories: WALDEN 6511