Group items tagged

Student Self-AssessmentIntentionally involving your students in the assessment process helps students to become lifelong learners.  Peter Senge (2000) says, “A cornerstone of lifelong learning is the capacity for objective self-assessment – the ability to judge for yourself how well you are doing.”  Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:“After the course is over, students will not be able to depend on you to assess the quality of their learning.  If one of your goals is the development of lifelong learning skills, students need practice in self-assessment.

To encourage students to learn from past tests, faculty can assign a worksheet that asks students to look at more than the grade on the returned exam.  “Exam wrappers direct students to review and analyze their performance (and the instructor’s feedback) with an eye toward adapting their future learning” (Ambrose, et al, 2010).

Questions on an exam wrapper for a physics course might include the following:

Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course

The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students.

The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived.