There are many benefits that adult students receive from a collaborative learning environment. These benefits include; both the facilitator and the students becoming part of the educational experience - instead of the instructor being the “sage on the stage”, knowledge is created and shared amongst the students – instead of being passed on by the instructor, and a sense of ownership and pride is shared by the adult students. When students play a role in creating and sharing the knowledge amongst themselves, they have a higher retention rate of the material. This is accomplished because students end up having an intrinsic reason as to why they want to pass the class, thus motivating the students to perform at a higher cognitive level. In my experience, adult students who open themselves up to the collaborative learning experience end up enjoying the class more, and end up receiving a higher grade. In online courses that I have taken, I have performed at a higher level of participation when I felt that my discussions were part of the learning experience, rather than when I have tailored my answers to a specific result from a specific question from the instructor. As a facilitator, there are many methods that I can use in order to foster and support collaboration between students. Some of these methods include; knowing what motivates students to learn, having students share personal information about them, and emphasizing the fact that students have a role to play in this interactive class. One method that I have used in the past to find out how I can motivate the students in my class have been to have them complete a survey which asks students why they are taking the class. I can use the results of the survey in order to understand if they are taking the class for a vocational, academic, personal, or social reason. I can use the results of this survey in order to help me form groups for the students to work in. I use this method to help ensure that students are interacting with other students who are taking the class for the same reason. For example, I can use this survey so that I do not have students who are seeking qualifications for a better job grouped with students who are only taking the class out of a desire to gain self knowledge. The reason why I have students share personal information is to help students find others who share the same interests. This helps foster collaboration because it allows students to get to know the person that they are working with. It also helps students feel less isolated in their online class. In my experience with both a traditional and online teaching, when students do not feel isolated in a class, they are more willing to work in a group environment. I also believe that it is important for students to realize that they are will have a role to play in the online class. By letting the students know what my expectations are upfront, it helps ease any discomfort with collaborating with their classmates. Students understand that this is a normal part of the class. This has always helped me motivate the student to completing their part of any group work. As a facilitator, I have had challenges with creating a collaborative learning environment. One problem that I have had in the past is how to help the student who does not have a sound background in the required technology needed to be a successful online learner. For these students, I provide links to web sites that provide information to new online learners. This helps insure that I am not answering every single technology related question, as well as empowers the student to learn something new by themselves. Another problem that I have had has been in dealing with students who are use to the face-to-face classroom. These students are more than happy to listen to the instructor and only have the instructor know what they have written or what problems they have solved. I have solved this problem in the past by having a syllabus that explicitly states what is required of the student in a class. I also make sure that I am available to answer any questions that a student may have and I do my best to emphasize with the students problems, and then use that interaction to motivate the student to work in a group. I have also solved this problem by having roles for each of the student in the group. That way everybody knows what is expected of each other. I also give students the opportunity to grade each other’s participation. That way the students know that other classmates will have a say, even if it is a small one, as to what their final grade will be.

When creating a rubric, I would share my expectations for quality work in the area of content when giving assignments by sharing the rubric with my students from the beginning of class. I would also post any rubrics that are going to be needed in the class the day before the class starts. I would encourage students to ask any questions that they have regarding the assignment and the rubric before starting their assignment. Disclosure of expectations benefits me and my students because it gives my students the ability to know what I am looking for in the content of their paper and how I am going to judge that particular area of their paper. Reviewing the content of the paper is where the facilitator of the course is given the chance to ensure that the student is meeting the learning goals of the course. When grading the content of the paper, a facilitator is able to use the content of the paper as proof of whether or not the student has completed the reading assignments. By checking for exceptional work in the content area, the facilitator is able to ensure that their students are able to demonstrate their knowledge of the subject matter. If the content is deemed to be satisfactory, I would let him know exactly why I graded each part of his paper and scored it the way that I did. I would let the student know what they should have done in order to receive a higher score on each part of the paper. I would also suggest that the student re-read the assignments. If the content falls under the category of "Needs Improvement", then it is the responsibility of the facilitator to reinforce the need for students to read the assignments. This helps promote the learning team purpose of building team competence. The facilitator needs to reinforce learning in the content area in order to ensure that the student will be a successful team member. I would respond to a student who questions the purpose of a given assignment by reminding them of the connection between the assignment, what they have read, and how the knowledge gained from the assignment will help them in their work place. In my experience, and according to basic theory regarding andragogy, adult students are more motivated to learn if the learning task is going to be of some use to them in their work or home. I could avoid that situation by creating a "learner-centered environment" from day one of the class. I would do this by establishing the proper adult-to-adult rapport from the beginning of the class. In my experience, this would help gain trust between me and my students. This trust would help me create a "participatory environment" where the students would become self-motivated to complete a given assignment. Another method that I would use in order to avoid that situation is to provide background information in order to help link the assignment to a real world situation that they may face at their place of employment. I would also make sure that the objectives of the assignment are clearly written out for the student in the course syllabus.

How many levels of assessment are necessary for optimal evaluation? Does beyond a certain number make the rubric either overly burdensome or less effective as a tool for student evaluation?

I teach accounting and in my accounting discussion forums I find that when I do not respond immediately my students feel they have the incorrect answer. Does how timely we answer our students depend on the type of course?

Would it be beneficial to try and group students together based on their generations? Could I, as an online instructor, encourage my students to seek out communication with other students from the same generation or would it be beneficial to encourage my students to "mingle" with those from other generations?

How can we, as instructors, encourage our students to participate in our discussion forums with substantive posts? Also, how can we get students to understand the importance of the discussion forums and how these forums will create a sense of a "real class"?

How important is it to understand who we are teaching to and what generation they are from when we embrace technology within our online courses?

I find that one way to build online community in a online learning environment is to have group/team assignments. It also helps to assist the more quiet individuals to become more engaging in the discussion process.

I require my students to communicate with me frequently through technology. This activity prepares them to deveop their communication skills through these methods and developing proper writing skills and avoiding texting language.

i often find when blending technology or using technology in an acadmic setting it is important to ensure that students are comfortable with the use of that specific technology through an orientation prior to the class. many of my students, even the younger ones find online learning a difficult process without it.

In my online courses I tend to shock the students. I ask them to critique their peers content. This of course is met with shock and silence until I explain the importance of peer evaluation, being able to take a critique as well as learning how to communicate with each other online. The first and most important rule is always critique the content not the contributor - I show them examples of that as I grade their essays. I never write "your thesis lacks an argument" it's always "THE thesis lacks argument" or "The essay did not meet word count". Critical assessment is a tough skill to learn and students need all practice they can get. I often guide them as much as possible to ask these questions in discussion boards- usually toward the end of the course most are applying this new strategy of communication. Has anyone else tried something like this?

As an English teacher where posts are very important, I find it is a significant part of my job to manage that element. It is so easy to cut-off student writing, especially when another student wants to use discussions to assess other students. Chris

I still think the standard telephone helps many online students feel a bit better about the class, the instructor, and what they are doing. Chris

This may make sense in other disciplines, however in math I do not believe this is a good idea. In math students are very nervous and would like encouragement. I like to check into my DB daily to make sure that everyone is on the right track. The risk you run by letting an error go unaddressed is that the other students might follow this bad example. Are there other subject matters which not responding right away could cause some trouble?

In my program we pride ourselves on a primarily asynchronous program. By doing so it provides more flexibility. However there is a lack of connection wit Asynchronous programs. What do you believe is the best? Synchronous, Asynchronous, or a blend.? Some educators are quick to suggest Synchronous learning without taking into account the very real limitation of student’s, home, work, and personal schedules. I am open to hearing my classmates’ thoughts on the matter.

Hello, A rubric's role is to make clear for the student the expectations of the an assignment. Secondly, it allows for structured grading by a teacher, as they are to compare a student's work to the rubric and assess whether the work is satisfactory.

How many of you use the same rubric guideline for each assignment?

How do you go about setting up guidelines for group work?

How many of you have established rules regarding this?

Should a teacher give out their private home number to students?