Using synchronous chat for discussions may be an effective approach to student engagemen.
Curious as to why the recommendation to only allow one attempt on an exam when this very online course allows a retake?
I was interested in the unlimted quiz attempts. In our courses the attempts are limited, but the score goes towards the final grade. I am curious as to how an unlimited attemot would affect the students success in the course.
Course Structure must be on point with online classes to be able to maintain students on the same page, especially before being assess.
I agree with giving students opportunities to make mistakes on quizzes helps them do better on exams to yield a fair final grade.
A syllabus should be included to provide the students with a roadmap of where to go, what is expected, how they will be graded, etc. The course lectures, discussions, and quizzes/tests are all used to provide knowledge, assess, and evaluate the knowledge. Take into consideration that some revision and tweaking is often needed to turn a traditional F2F course into a hybrid or fully online course. This requires quite a bit of planning and work on the front end, however, frees the instructor up to really engage with the students and work toward deeper learning.
The use of quizzes allows for learners an opportunity to learn the course content and have an assessment of what they learned.
Allows students to work at their own pace and doesn't' hold students back.
Course components, chats, quizzes
SYLLABUS
“The word syllabus comes from the Greek word sittyba for a parchment label. In the English language the world syllabus made its debut in 1656, referring to a table or index in a book, but later, in 1889 the term had entered academic circles and was being used to describe the subjects of a series of lectures.”Ref.:elib.bsu.by› bitstream
A syllabus conveys information about expectations. It is crucial then that the terms of the contract are clear and students know what is expected of them. The syllabus lays out your expectations for the quality of work you expect from your students and shows students how they should prepare for class.
How To Make The Syllabus Engaging
Since the syllabus contains a lot of policy related items that may not be all that interesting to students, you may want to take a few extra steps to spice up your syllabus. Weimer (2011) suggests posing some questions in the course description that pique students’ curiosity about the subject. Explain to students that they will be able to answer these questions throughout the quarter as they complete the assignments and engage with the course materials. In the instructor biography, say a few words that show your passion for the subject and your excitement about teaching.
For more information on how to spice up your syllabus or how to use a syllabus, please check out the a few Faculty Focus articles listed below.
References:
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Bart, M. (2015). A Learner Centered Syllabus Helps Set The Tone For Learning. Retrieved from http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/
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Cunliff, E. (2015). Tonic for the boring syllabus. Retrieved from http://www.facultyfocus.com/articles/effective-classroom-management/tonic-for-the-boring-syllabus/.
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Weimer, M. 2011 What Does Your Syllabus Say About Your Course. Retrieved from http://info.magnapubs.com/blog/articles/teaching-professor-blog/what-does-your-syllabus-say-about-you-and-your-course/
Same assessment method on ground with the addition of model answer and immediate feedback. Very useful and very helpful with the students' morale and immediate gratification from their hard work.
Implementing the five lecture formats has the possibility of creating a better blend of content delivery. I am prone to expository but I can see how the other formats can be valuable for learning and keeping things fresh in a difficult online learning environment.
Making students learn with multiple quizzes and exams.
This lesson covers the basics of course components.
In addition to reviewing course components, I was exposed to giving quizzes for the purpose of self-assessment and providing immediate clarification and/or feedback before erroneous ideas are assimilated.
GWard beacuse I had online classes previously this whole comcept made more sense when our campus did gp online. This really helped me see how one thing pays off another concept.
This section discussed the difference between chats and posted discussions, quizzes, and examinations.
This forum explains the importance of identifying course competencies within the online course. This is done by creating a course syllabus and including the course title, course code and course description. Online lectures should reflect contents that mirror the in class lecture. Incorporating discussion questions, chats, posts and quizzes.
Reply to Tricia Mehall's post:That's a very good point. The process of retaking a quiz (even with the same questions) reinforcess the retention of the information. Would you say that this process could even be more affective than the actual lesson?
Reply to Jonathan Juracko's post:That makes a lot of sense. You really don't want students to feel intimidated by complicated technology. How would you simplify it?
Best insight: create quizzes with an unlimited number of retakes to serve as ego-busters!
