I conducted my doctoral research on cyber aggressive behaviors against institutional and counseling policies and procedures. I have to tell you I am very concerned on several levels using social networking and virtual worlds as locations for effective instruction. First of all, there are security issues and breaches in privacy. Although I did not find a FERPA ruling, I feel it will be a matter of time before FERPA steps in and addresses this issue. Secondly research has shown there is a disconnect between fantasy and reality between the ages of 13 to 27 unless they are in a grounded human relationship. Therefore, if a negative action occurs in the virtual world, they respond as if it occurred face-to-face. Therefore, communication and how issues are approached are imperative. Last but not least, I found that cyberbullying were reported more and occurred in their on-line courses. Yet the administration viewed it as less harmful and the disciplinary action was minor because it did not pose an immediate threat. Therefore as an instructor, I am concerned on how students react to what is posted because everyone's perception is very different from ours.

Others have already pointed this out, the use of rubrics is most useful with respect to grading. Students can see the minimum criteria, and many choose to meet only the bare minimum and I will point out the need to participate more in the class, and some choose to meet the minimum requirements and earn a “C” for the class.

What seems to happen is the older students have the ability to exercise judgment, offer moderation, a reasonable assessment of fact patterns, the younger students may lack the ability to make close calls and are at times unwilling to change their viewpoints as new information is presented to them.

Establishing a pattern of communication, the two most important things to consider and why: 1. Do you send messages that can be clearly understood, eliminate any need to interpret the message that may vary across the intended audience? The idea is to establish consistency. 2. Are you using the maximum efficiency to reach the intended audience? You want to make sure everyone that is impacted by your message is notified.

The three most important considerations are (in my opinion): 1) Are the tools used user friendly, can someone with a high school degree understand how to use the technology with a minimum degree of effort or within a couple of hours training? 2) Can older students who may be retooling their job skills make use of the technology with minimum assistance to mitigate any hesitancy with respect to being part of an online class? 3) Have I had the necessary training to make use of the up-to-date requirements/technology that is a fundamental part of the course and is expected to be used by instructors?

Everyday we struggle to reach our students and make sure they understand what is expected of them. What more can we try? One method which is quite effective at establishing the role of instructor is to place a welcome call to the students.

As the reading materials in this section indicated, the instructor should refrain from giving the answers to the discussions early on. If the instructor responses indicate right and wrong responses, other students may then be more apt to respond based on what the instructor has indicated. Typically I will open the discussion with some additional places the students can research the topic (websites, reading material etc). Then I will engage them by asking additional questions. I try not to give away the answer with my questions, but encourage them to think a little deeper.

I think the best way to encourage students to communicate effectively is to lead by example. I give them numerous examples at the beginning of class to show them what is expected. Also, when grading, I explain better ways in which something could have been worded and why.

As much as I think the discussion threads are a wonderful means for all to communication within the online class setting, I also feel they pose a lot of challenges. As the instructor, I have often find it difficult to engage the students in a conversation. I find a lot of learners come in to the discussion, post what they are required for the week then never return. In an effort to deter this type of behavior, I now include in my class policies that I may ask questions in response to their discussion posts. They should respond to these questions by the end of the week and points will be deducted from their discussion grade for the week if they do not. I find this encourages the student to check back and be more interactive within in the discussions.

I have found rubrics to be extremely helpful in my online classes. Not only does it provide students with clear cut guidelines on what is expected of them, it keeps me on track with grading consistently as well. Thus when I communicate back to my students as to why they received a certain grade, I can do that more clearly and refer them back to the rubric.

I love to use the Cisco Webex tool that the school I teach at offers. This is a great way to communicate with my entire class. Not only does it provide a personal atmosphere with phone line conversation, visuals are provided as well. I feel it gives the students a great environment for learning and connecting with me as well as their classmates.

What is everyone's opinions on phone calls to students? Since we teach in an online environment is calling them on the phone ever "too much"?

I love the example rubric in the learning materials! Is there anyone who has another rubric that they use and would be willing to share?

I was wondering how many who have chosen to use this format have found it successful. Although I use Facebook for personal use, I am very leary of using it for classroom use. Any other ideas?

i find the use of rubrics the most useful of all when it comes to grading. the helpful point for me is that is keeps me me to be more objective when considering the grading points and to track student progress. it took me awhile to be happy with the with rubrics that i developed, but now that i have them. i really enjoy using them.

The lesson idicated that collaboration is an integraded form of gropu work. I agree and find when I assign group projects early in the program students begin to develope that sense of community that is so important and it stays with them through out the block

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?