Required Readings:
Easton, S. S. (2003). Clarifying the
instructor's role in online distance learning. Communication Education, 52(2),
87-105.
Mazzolini, M., & Maddison, S.
(2007). When to jump in: The role of the instructor in online discussion forums.
Computers & Education, 49(2), 193-213.
Discussion Post: An Instructor’s Role in the Discussion Forum
In this week’s readings we learnt about the role of the
instructor in discussion threads and how important the instructor’s level of
interaction is. This level of
interaction can help to determine how responsible students become for their own
learning as they become interdependent learners in the learning community.
Using your past experiences of using a discussion forum,
consider the following:
Are there any specific
responses that your instructor has used that have probed you to deepen your
responses?
Are there responses that
your instructor or peers have used that have made you feel like you have posted
a strong initial post?
How much participation
do you believe an instructor should have in the discussion threads?
By Wednesday,
post your thoughts on the role you believe an instructor should play in an
online discussion and the level of interaction you believe he/she should have.
List two best practices that have helped deepen your responses to the
discussion thread. Be sure to cite this week’s learning resources and include
your personal experience.
By Sunday,
respond to at least two of your classmates by building on your classmate’s
ideas, offering and supporting an opinion, or agreeing or disagreeing and offering
resources to support your view.
Your discussion post will be graded using the following
rubric:
Quality
of Work Submitted
|
A: Exemplary Work
|
B: Graduate Level Work
|
C: Minimal Work
|
F: Work Submitted but
Unacceptable
|
Contribution to the Learning Community
|
The student’s contribution meets all
assigned criteria and frequently prompts further discussion of a topic.
The student takes a leadership role in
discussions.
Regularly contributes
to collaborative learning.
The student demonstrates exemplary awareness of
the community’s needs.
|
The student’s contribution satisfactorily meets
the assigned criteria for contributions to the discussions.
The student interacts frequently and encourages
others in the community.
The
student demonstrates an awareness of the community’s needs.
|
The student’s contribution is minimal to the
posting and response deadlines.
Occasionally, the student makes an additional
comment.
The student makes minimal effort to become
involved within the community.
|
The
student’s contribution does not meet the assigned criteria
The
student does not respond or responds late to postings.
The
student does not make an effort to participate in the community as it develops.
|
Initial Posting: Critical Analysis of Issues
**May include, but are not limited to, scholarly
articles, collegial discussions; information from conferences, in service,
faculty development, and/or meetings.
|
Demonstrates
critical thinking to analyze and relate key points.
Supports content with required readings or course materials, and may use
creditable sources** in addition to those materials.
|
Relates
to the assigned discussion topic with satisfactory evidence of critical
thinking.
Summarizes and supports content using information
from required readings and course materials.
|
Summarizes or restates discussion topic components
with minimal evidence of critical thinking skills.
Post is off topic.
Post has
minimal or no connection to course materials.
|
Does
not relate to the assigned discussion topic.
Post does not summarize or
contain a connection to required readings or course materials.
|
Responses: Quality of Learning for Colleagues and Self
|
Provide
specific, constructive, and supportive feedback to extend colleagues’
thinking.
Respond
to two or more colleagues and all responses to own post.
Encourage
continued and deeper discussion.
Offer additional resources or experiences.
Demonstrate
exemplary evidence of personal learning as a result of interaction with
colleagues.
|
Provide
constructive and supportive feedback to colleagues.
Respond
to two colleagues and some responses to own post.
Refer
to sources from required readings and course materials.
Demonstrate satisfactory evidence of personal learning as a result of
interaction with colleagues.
|
Provide general feedback with minimal or no
connection to required readings or course materials.
Respond to only one
colleague.
Demonstrate minimal evidence of
personal learning as a result of interaction with colleagues.
|
Provide
agreement without substance or connection to required readings or course
materials.
Respond
to only one colleague.
Demonstrate no evidence of personal learning as a result of interaction with
colleagues.
|
Expression
|
Provides clear,
concise opinions and ideas effectively written in Standard Edited
English.
Includes appropriate
APA-formatted citations and reference list for outside sources and direct
quotes.
|
Provides clear opinions and
ideas written in Standard Edited English.
Includes satisfactory
APA-formatted citations and reference list for outside sources and direct
quotes.
|
Expression is unclear or
interrupted by errors.
Includes minimal or no APA-formatted
citations and reference list for outside sources and direct quotes.
|
Unacceptable written
expression.
May include outside sources
and direct quotes that lack appropriate citations.
|
Final
Assignment Grade
|
A: Exemplary Work |
B:
Graduate Level Work
|
C:
Minimal Work
|
F:
Work Submitted but Unacceptable
|
Reference:
Walden
University Discussion Rubric, located at
http://inside.waldenu.edu/c/Student_Faculty/StudentFaculty_15198.htm
