Amanda Capps

Particularly in a debate activity, it's important to show that one perspective is not the only perspective and that there could be more than one "right" answer. This will give the students the satisfaction of problem-solving and learning.

I'm curious to know whether anyone here has had complaints from asynchronous online students about group projects. Is it fair to require them to connect with one another? Is it better to give them individual grades on group activities if they are asked to work together? 

I'd love to see some examples, particularly from ENG teachers of active learning assignments. Thanks!

Oddly, I've encountered many students of all ages with the "just give me the info" attitude. I think it's up to college admissions professionals to help set expectations about the time, energy, technology, and thought process needed for success in online courses/programs. It is crucial for us as instructors to justify techniques that may be viewed as wastes of time. Some students will take "fun" for what it is, but all need to tie the activities to what they're trying to learn.

I have definitely expanded my definition of active. As I prepare an asynchronous course, I will keep in mind that even this method of delivery can lend itself to activities that allow students to take more responsibility in the learning process. It is my hope that institutions will allow creative and dedicated instructors the freedom to create assignments and events that support active learning. The comments in this lesson related to the instructors' giving up some control caught my attention. That control is more likely to be released if instructors feel their judgment is respected.

I plan to establish the expectation of contact from the beginning of the course. I won't tacitly dare them to prove me wrong, but I will find a way to say that if they don't know how to get in touch with me and haven't talked with me via email or LMS in weeks, chances are they will not be successful in the course. We need to encourage contact -- not in a parental manner -- but in a manner that allows students to see us as vital resources for reaching their goals. That requires connecting their goals to the… >>>

I believe it's important to understand students' technical limitations, but we also need to have all the contact info. for LMS and institutional tech support ready. We can't lose time we need to facilitate the learning of course content for the majority of the class members while teaching basic computer skills to a few. I appreciate the tips on helping them assess their own readiness, setting expectations early via the syllabus and course shell, and creating a writing guide.

I like the idea of a writing guide that will benefit students during the course as well as in future courses. Even with that resource in hand, it is a challenge to provide constructive criticism on writing because people take feedback on their communication very personally . . . as a reflection of their background, intelligence, and even their character. I will make an even greater effort than I have in the past to help without embarrassing them.

I've made a note to emphasize that an online course may be more convenient but not necessarily less time-consuming. As instructors, we need to set expectations and assure them we can assist with strategies for success.

I couldn't agree more about the announcements: Welcoming the class at the beginning, capping things at the end, and letting students know what to expect each week is a great way to keep them from getting frustrated. I always encourage my students to read the announcements, and I try to post them at the same time every week.

Comment on Wendy Mohlman's post: That's a great idea. They are less likely to get AI to write it if it's about them!