Albert Alexander

Albert Alexander

About me

Activity

I construct a rubric that enforces the online institution policies, contains a quantitative aspect and contains a statement of a substantive response. How do you establish a balance between quantity and quality?
Should you allow students to use information from discussions as a legitimate source that can be posted in a reference list? Afterall the idea comes from a discussion, but do we use conversations in a social "bar-room" as a source of knowledge and ideas.

At my online institution, the facilitator has the option to allow resubmissions. I set the rules for resubmission and for granting extensions. I set a max number of points that I will remove for submitting an assignment after a due date. At my online institution we are allowed to accept previously submitted assignments. If a student elects to resubmit a previously submitted assignment, the earlier versions MUST be stated and posted in the reference list. I use Turnitin and the student's reference list to determine the level of academic honesty. If a student elects to resubmit a previously submitted assignment,… >>>

When I set up groups, I sort students by their responses to my introduction forum, by time zone and by academic program (if that information is available.) I select groups for diversity, commitment and personal issues. I am sensitive to family issues and financial issues that I do not share among the students or among the groups.
At the beginning of every chat I send an IM reminder that I am online. My only complaint is that the software is not always "consistent and accurate" on listing students. Therefore I use two browsers to log into the online campus. That problem listing students is eliminated, ... goes away.... why? I have absolutely no idea.
My institution does not permit assessments unless they can be recorded and stored. I must complete the assessment as stated in the course policy but I will talk with students by phone, live chat, and in IM about their performance and about ways to improve their performance and MY performance. Time is often the issue.. students are often working adults with "crazy" schedules. I meet and talk with student 24/7 as needed; Students determine the amount and the type of interaction. I can only suggest and advise.

If the course work requires them to share private information and they do not, we talk and I ask them to talk with their adviser about this. I can ask them to tell an experience of another person, or we talk about an experience and agree on how they can express that to others without damaging their self esteem. Part of good admission program is to inform students of the expectations for the academic program. I am not alone... I ask for assistance. We must convey the reasons and justification for sharing private information. Please note that we do not… >>>

When a student is frustrated or looking for the "answer", I ask for phone communication, for meeting in a live chat, a meeting with IM, or a combination of all of the above. The student is challenged to engage me as facilitator. Live and direct contact is available in my institution as well as live contact with other tutors in the institution. I call them Students at Risk. Finally, throughout the interaction I communicate my expectations of what they need to do to successfully complete the course and the assignment at hand.

In both traditional and in the online class room I set rules to allow students to develop their critical thinking and their skills. I provide instruction in economics to freshmen in traditional setting and in economics to mostly part time working adults. All of my re-submissions and additional work remains within the institution's policy. I allow students redo and resubmit if the reason for the poor performance is poor math or poor statistical skills. I hold student accountable for missing "the purpose of the assignment" and for a clear disregard for writing standards. My online institution provides additional assistance with… >>>

In economics, researchers use working papers as a method of improving the quality of their research. Do you feel that students should submit previously submitted papers for an assignment? and if you do allow these previously submitted assignments, what are additional requirements that you enforce?

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