Christina Kern

While I see a lot of positives concerning value added assessments, I think there is a concerning flaw. I'm sure we are all aware of people who intentional (or sometimes unconsciously) present themselves deficient in some fashion. This could be financial, intelligence, or relationship. The attention to these areas, rather favorable or not, reassures and encourages the behavior. If an online student deceptively presents herself as an inefficient writer, she will gain attention and (intentional or not) favoritism as she "improves." Like dangling a carrot to her instructor, the writing skill increases until she surpasses others during the final exam.… >>>

As an online Comp I facilitator for a mid-sized college, many students start the course lacking in several areas of soft skills. The development of self-esteem, time management, self-awareness, and personal responsibility are vital to the success of the online course and, truthfully, with any college class. Generally, the students hold a job and already have these skills to some degree, but may not understand how or why these skills should be used in an online enviroment. The frustration (and sometimes fear!) of the writing and research composition entails are significant factors that I strive to continually defeat. Building this… >>>

Would you think a weekly or bi-weekly classroom participation rubric would be benificial?  Although students are awarded points based upon their participation, perhaps another measure is needed to show students how positive or negative the participation is... or better yet, allow students to score individual discussion posts for creditbility, usefulness, and substance. 

I find what an online classroom can provide is a refreshing lack of 'he said/she said.'  Students are not distracted by what their classmates are wearing, their skin tone, or in-class relationships.  This change can allow the student to concentrate more on the assignment and learning. 

However, since humans are social creatures, it is still important to develop some sort of online culture to provide encouragement and stress relief to the classrooms.  Without physical measures to judge by, these communities are more 'pure' with their interaction than what a physical based classroom can provide.