About me
Simone Farrar
Activity
Discussion
In the training, it mentioned that synchronous discussion is not good for teaching. I understand that our Live Chat session are not discussions and does not allow for participation other than a chat message or when you turn on a students microphone. I understand that the university feels that this is a benefit and the students watch them, but does any other instructor have a hard time of getting the students to attend the sessions. I have tried several things to get them to attend like sending out emails to remind them that they are going to happen. I even… >>>
Discussion Comment
In the training, it mentioned that synchronous discussion is not good for teaching. I understand that our Live Chat session are not discussions and does not allow for participation other than a chat message or when you turn on a students microphone. I understand that the university feels that this is a benefit and the students watch them, but does any other instructor have a hard time of getting the students to attend the sessions. I have tried several things to get them to attend like sending out emails to remind them that they are going to happen. I even… >>>
I have noticed when I teach at other schools, if I have students who are always active in class that they love receiving an email from me telling them that they are doing a great job. In addition, students who are not so active typically will get a message as well. Some of them will respond with a thank you for reminding me message, or they will let me know that they will be completing the assignments soon.
Discussion Comment
As I read through the responses, a thought popped into my head.
I will admit that I teach for a couple of universities and some of our rubrics we can not change. This makes me wonder how evaluating a rubric will work if you do not have the authority to change them. Would you pass the information along to the university for them to change and would they actually change it?
Discussion Comment
I have used rubrics in the majority of my classes, at several universities, for discussion questions and written assignments. Even though I have provided feedback that expands upon the criteria, it sometimes seems as if the students still do not completely understand their grade or the reason why points were taken off. As grading a written assignments is subjective, how can we get students to have a better understanding of what is missing in their assignment? To be honest, is there anything that we can do if we are providing comments and feedback to support the rubric already?
Discussion Comment
Hi class, In an online environment, it is different than a traditional class setting when it comes to groups. In this setting, you have to assign students to the group, which I do by time zone so that it is easier for them to work together; however, there are those times when I will get a couple of students that will not participate in the group, but get upset because they are not getting full credit. If lowering their grade for lack of participation does not work, and sending over an alert does not work, how can we get the… >>>
Discussion Comment
As I have reflected upon the information and our discussion, it made me think about teaching online and having smaller classes with 5 or 6 students. The problem that I have noticed is that in smaller online classes, the students are not as active as they are in larger classes. Meaning that they do not participate in discussions highly. When this happens, I usually start to send out reminders each day that in an online class we learn from participating with each other in discussions. I have had some students feel that this is too direct. Other than telephone calls… >>>
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