Assessments in the distance education environment should be a collaboration contribution. Siemens (2008) states peers should assess each other by a created community that gives feedback. In the discussion group, instructors have the ability to assess individual students understanding and misunderstanding of the information presented. Palloff and Pratt (2005) study explains a similar idea; they had a reflective process that included a self-assessment component. The tools used for assessment should be developed to focus on the topics in the course as well as the online learners.
The rubric for assessments should be an effective tool to use to insure a “fair and equitable assessment”. Through the rubric, learners know of what is expected. They can also self assess their knowledge Palloff and Pratt (2005).
Then to encourage students who do not network or collaborate can be achieved by the instructor through reminders of the rubric and guidelines of the online course. The online community can also motivate and elicit contributions to the learning environment. Palloff and Pratt (2007) states human contact such as e-mail, Skype, chats can also promote learner engagement. Moller, et el (2005) explains that the social environment of the online class can motivate students. Through groups, the online learner is engaged by communicating through social interaction and peer learning. Furthermore, research has proven group interaction and a sense of community motivates learners.
Moller, L., Huett, J., Holder, D. Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quaterly Review of Distance Education.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Siemens, G. (2008) Assessment of collaborative learning. Laureate Education, Inc.
No comments:
Post a Comment