All posts by Anas Ahmed

Learning Strategies

What Students Can Derive from a Well-Designed Rubric

2 Comments

Teachers want their students to flourish and realize their full potential. Using a well-designed rubric is one approach to assist students in this endeavor. A rubric is a tool used to explain the levels of performance for each criterion and to outline the expectations for an assignment or activity. It can assist students with understanding what they must accomplish to achieve success in the course.  It could also help lessen subjectivity in grading practices. Students can benefit in a variety of ways when using a good rubric. 

Benefits for Students 
Sets Clear Expectations 

Clear expectations for what students must do to succeed are one of the main advantages of a well-designed rubric. Students are more likely to succeed when what is expected of them is clearly stated. According to Andrade (2005), a well-designed rubric provides clear objectives, leading to fair and consistent grades for all students. Students can better understand the requirements for each level of performance and the unique evaluation criteria established by using a rubric. Providing students with a plan of success can help them feel less anxious and stressed about their coursework. 

Improve Self-Assessment 

A well-crafted rubric can also help improve students’ work through self-evaluation and feedback (Brookhart, 2013). Before turning in their work, students can evaluate it using the rubric to find areas of improvement and make the required adjustments. This can promote the growth of students’ metacognitive abilities and result in greater comprehension and a command of the content (Brookhart, 2013). 

Reduce Subjectivity in Grading 

As stated earlier, a well-crafted rubric can also decrease subjectivity in grading. There is less possibility for ambiguity or bias when grading standards are precisely established in a rubric. This can ensure that grades are given to all students fairly and consistently, regardless of the person assigning the grade. 

Feedback for Improvement 

Students can receive feedback on their work and suggestions for improvement from a rubric. Students may identify where they previously made mistakes and identify future improvements the next time rubric is used to grade an assignment. This could motivate students to assume more of a growth mindset and to take responsibility for their own learning and development. 

Clarity in Communication 

Wiggins (2012) suggests that rubrics can help facilitate clear and effective communication between teachers and students. Students are better equipped to ask thoughtful questions and seek out more useful feedback when clear expectations and standards are applied to evaluate their work. This may facilitate a more cooperative learning atmosphere and encourage greater engagement with the course content.  

Teacher evaluating an assessment. There is the letter "B" written in red at the top.
Designing Useful Rubrics 

Now that some of the benefits of rubrics for students have been covered, how can useful rubrics be designed? Here are a few, brief tips to assist with the process: 

  • Align the assignment’s or task’s learning objectives with the rubric. 
  • When describing each level of performance, use simple language. 
  • Give examples of work that reflect the various performance levels. 
  • Allow for some flexibility and creative expression within the criteria of the rubric. 
  • Review and adjust it frequently, to keep it current and useful. 

A well-crafted rubric can benefit students in a variety of ways.  This can include setting clear objectives, enhancing self-evaluation, reducing subjectivity in grading, providing feedback and development, and making communication simple. Teachers can foster a more encouraging and interesting learning environment to support student success by developing effective rubrics. 

If you need help either writing or adding a rubric into D2L, we can assist with that. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

References:

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-31.  

Andy, B. (2021). Person checking test papers [Photograph]. Pexels. https://www.pexels.com/photo/person-checking-test-papers-6684372/

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision and Curriculum Development. 

Wiggins, G. P. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. 

Yan, K. (2016). Group of people smiling and standing near brown wooden table raising hands [Photograph]. Pexels. https://www.pexels.com/photo/group-of-people-smiling-and-standing-near-brown-wooden-table-raising-hands-8199562/

 

 

Anas Ahmed is a Graduate Assistant with 2 years of experience in Tech. He is passionate about Online Education and helping students achieve their full potential. 

Learning Strategies

Let Students Know You Exist: Adding Teacher Presence to Your Online Course

2 Comments

The absence of in-person interaction in the world of online education frequently causes students to feel disengaged. Without a teacher’s physical presence, students might feel alone and disinterested in their studies, which can diminish their motivation and likelihood of success. Different techniques can be put into place to boost teacher presence in online courses, to make the learning environments more encouraging and interesting. 

What is Teacher Presence in Online Courses? 

The level of participation by teachers in the online learning process is called teacher presence. This includes any interactions with students, the frequency and promptness of provided feedback, and availability to students for guidance and assistance (Garrison et al., 2010). This type of presence fosters a sense of belonging and community among students, which can have a significant impact on student achievement within online courses. 

Why is Teacher Presence Important in Online Courses? 

Students may find it difficult to learn online because it demands a lot of self-motivation and self-control. Without a teacher’s tutelage, students may find it difficult to stay on task with their academic work. The absence of in-person interaction in online education can cause students to feel disengaged (Shea et al., 2006). In fact, Li et al. (2013) have revealed that one of the main causes of online course dropout is a lack of teacher interaction. 

Teachers who are present in online courses can offer students helpful support and direction. This can involve responding to inquiries and giving comments on assignments, which could provide inspiration and increase drive. This helps students stay motivated and engaged (Lowenthal et al., 2017). Teachers who are active participants in the online learning process can create a more encouraging and collaborative learning environment to boost student success and engagement. 

Student taking online class.
Strategies for Adding Teacher Presence to Your Online Course 

There are many strategies that teachers can use to increase teacher presence in online courses. Here are a few ideas: 

  • Use Video Introductions. Using video introductions is one of the simplest ways to improve teacher presence in an online course. This could include an introductory video at the start of the course, with ongoing video updates throughout the term. Students would see and hear their teachers via video introductions, which could help to forge a more personal connection and boost engagement. 
  • Provide Timely Feedback. Building teacher presence in online courses requires timely feedback on assignments and assessments. Students feel supported and aware that their effort is being observed and appreciated. Feedback can also aid students in enhancing their performance and developing a stronger sense of engagement with their academic work. 
  • Use Discussion Forums. Increased teacher presence in online courses can also be achieved through discussion forums. Teachers can foster a more collaborative learning environment that promotes student engagement and achievement.  This can be accomplished through actively participating in conversations and providing feedback and direction. Discussion boards also give teachers the chance to address frequent misunderstandings and clarify course material. 
  • Hold Virtual Office Hours. Another efficient strategy to boost teacher presence is to offer virtual office hours. Teachers can make the learning environment more accessible and supportive by setting up specific periods for students to ask questions and obtain assistance. Virtual office hours can also promote a sense of belonging and community among students. 
  • Provide Personalized Feedback. Finally, providing customized feedback that is personal to the student can add teacher presence. Addressing a student by name and providing detailed feedback on their work can help teachers develop a more personal connection.  This can also help students feel appreciated and encouraged. 

Teacher presence may foster a more collaborative and supportive learning environment.  One that promotes student success through video introductions, timely feedback, discussion forums, virtual office hours, and personalized feedback. Teachers that are actively involved in the online learning process can motivate students to be successful by making them feel connected, encouraged, and supported. 

Adding teacher presence to online courses is an essential part of fostering student interest and success. Interested in adding more of a presence into an online course, let us know.  The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

References: 

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 3(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003 

ICSA. (2018). Woman holding microphone standing in front of crowd [Photograph]. Pexels.com. https://www.pexels.com/photo/woman-holding-microphone-standing-in-front-of-crowd-1708912/ 

Julia, C. (2019). Person writing on notebook [Photograph]. Pexels.com. https://www.pexels.com/photo/person-writing-on-notebook-4145190/

Li, N., Marsh, H. W., & Martin, A. J. (2013). Decoding the meaning of process and person-oriented approaches to student motivation in the Chinese cultural and educational setting. Journal of Educational Psychology, 105(2), 238–254. https://doi.org/10.1037/a0031361 

Lowenthal, P. R., Dunlap, J. C., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning, 21(4), 177-194. https://eric.ed.gov/?id=EJ1163476 

Shea, P., Li, C. S., & Pickett, A. M. (2006). A study of teaching presence and student sense of learning. Internet and Higher Education, 9(3), 175-190. 

 

Anas Ahmed is a Graduate Assistant with 2 years of experience in Tech. He is passionate about Online Education and helping students achieve their full potential.