Each institution has an organization plan. How do your advisers assist you in retention and encouraging students to participate?

I construct a rubric that enforces the online institution policies, contains a quantitative aspect and contains a statement of a substantive response. How do you establish a balance between quantity and quality?

Should you allow students to use information from discussions as a legitimate source that can be posted in a reference list? Afterall the idea comes from a discussion, but do we use conversations in a social "bar-room" as a source of knowledge and ideas.

All-- How can we encourage students to trust their classmates in order to expand and enhance their online leaning experience? Group work can be tricky, but the payoffs at the end of a project can be great.

All-- In the online environment, we often teach non-traditional aged students? How can instructors quell the fears of unknown technology for our students?

All-- With the increased presence of social media and texting, many students are losing their ability to communicate in full and complete thoughts? How can online professors embrace technology while underscoring the importance of traditional writing and communication norms?

All-- How can instructors ensure that students thoughtfully and honestly complete a self-analysis inventory?

What strategies do you have to help with baby boomers who do not have any technical skils in an online environment ????

With students often juggling school, work and family, is it a disservice to allow and accept make-up work without the need for extenuating circumstances?

With the ever-changing of cyberspace, are more "traditional" live chat that supplant lectures still relevant?

How can online teachers guide and correct the communication errors of their online learners without defeating the student?

Greetings All! How can we as online instructors capture the attention of online learners who are often distracted by other online outlets when they are trying to learn?

Why are rubrics important to use? 1) It shows students a guideline on what is expected of them. 2) It is transparent when you grade student's work 3) It helps complete the learning process for students as they know what they need to improve on their performance.

I've found in the classroom at the more experiences others bring to the classroom, the better off students are in the learning process. Taping into the generational differences and understanding them can bring a variety of responses and insight that can enrich the learning process for students.

I find that in the course of monitoring discussions on a discussion board or forum it often helps to insert a problem or dilemma involving a concept being discussed. The problems or "dilemmas" that I insert usually involve a situation that I have been personally involved in. I give the facts and simply ask members of the group to suggest their own solutions or analysis. I also encourage students to use involvement in such relevant situations as the ideal way to demonstrate how such a problem or dilemma might be solved. This type of technique gives the person providing it extra credibility since he or she has actually "lived through" the situation.

How would you use the Bloom's Taxonomy & Social Media Tools steps to evaluate your students' work in a social networking site?

One thing I found extremely important in this segment of the course is the need to identify generational information. Part of the problem here is that an instructor may assume everyone in the class approaches the subject matter in the same way as he or she might. Simply examining information available about students in the class will allow an instructor to tailor his or her facilitation to each generation represented in the class. I found it extremely important to realize that each generation has social skills that are different from members of another generation and this realization can definitely improve the quality of an instructor's facilitation skills.

Communications on discussion boards broaden the experience and knowledge of both students and instructor. An excellent way of doing this is for the person communicating to share a personal experience (if possible) demonstrating how a particular concept that is presented in the discussion board topic. When others see a concept "in action" it makes what may be very conceptual very real.

Hi All, Can you all please share how you motivate or try to motivate students? I would especially love to hear it from math faculties. Math is such a subject where you either get it correct or wrong. Thus, if someone says 2 times 2 is six, it is not correct. In that case, when giving the feedback to the student, how will you word it so that it is motivating but at the same time providing good feedback to the student? How will you provide the positive feedback? How will you ensure that students feel they are valued member of the community? Thank You, Srabasti Dutta

While Facebook is a popular social forum I personally don't like this medium. Regardless of what Facebook says about privacy issues - don't believe them. Too often material which is meant to remain private or restrictive becomes public or quasi-public. It is an overrated medium and everyone should be very cautious about using it.