How Can an Evaluation Rubric Promote Interactive Qualities?
Malone, Malm, Loren, Nay, Oliver, Saunders, and Thompson,
(1997, October) point out that both students and faculty have
additional responsibilities in a distance environment. Faculty
must alter both course design and teaching strategies to take
advantage of technologies and assure maximum interaction. But
they say that students must assume more responsibility for their
learning taking the initiative for requesting clarification and
feedback to make up for the immediacy offered by face-to-face
formats. Malone et al., cite the need for well-researched criteria
to help faculty know what they are aiming for when they evaluate
the effectiveness of their distance courses.
This article is introducing a rubric for assessing interaction in distance learning.
