Journal of Research in Innovative Teaching - National University

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promotes self-discovery (Saulnier et al., 2008). Beyond this, the use of a carefully crafted rubric (see Appendix B) that sets standards for successful completion of the assignment, lays out guidelines for how to achieve those standards, and articulates how the assignment relates to course learning goals and outcomes aids in student self-assessment on the path to problem solving and self-discovery (Buzzetto-More & Alde, 2006). The Q&A Forum exemplifies student-centered learning: Students get the chance to take control of the direction of class discussion as well as their own learning by generating their own questions. They also are free to choose a particular discussion-board post to refer to or critique in their question as well as determining which student-generated question they want to answer. Thus student-to-student, student-to-content, and student-to-instructor interaction are all in play. In the answer phase of the assignment, students will be more enthusiastic and expansive in constructing a response because it is to a question they have chosen to answer rather than one they have been compelled to answer. Because the questions are intended to be thoughtful and original creations of their peers, students are highly motivated to craft answers that display equal creativity and thoughtfulness. The instructor also benefits because he or she will get a better idea of what interests students and what they want to know, and, a not insignificant bonus, reviewing and evaluating the assignment will be much more enjoyable and surely more rewarding than going through dull and repetitive responses and reactions to the same questions the instructor has posed many times over. One unexpected outcome of the Q&A assessment tool that I have observed in my classes is that students reveal much more about themselves and relate their personal experience to course content and concepts in ways that are surprisingly insightful and often quite moving. The special feature of this format, the invitation to share one’s own ideas through posing original questions to the entire class, not only opens up the “classroom” conversation in new ways but also helps create a real-life connection between the students and what they are learning. Conclusion Educators, pedagogical theorists, instructional designers, and, not to be left out, the all-important stakeholders in the enterprise of higher education—the learners, the students—all share a number of goals in their respective efforts to make the educational experience successful, meaningful, efficient, and satisfying (among many other things). It is important to set out criteria for excellence in education and guidelines for well-designed instruction, and a great deal of useful research is being conducted to help accomplish these ends. As a concrete contribution to this broad undertaking, the Q&A Forum assignment was developed and herein described and offered for use in the hope that its implementation will aid in the achievement of the numerous and laudable goals that so many have worked so hard to determine and define. In line with the recommendations of Koszalka & Ganesan (2004), this learning-and-assessment tool incorporates numerous types of resources and learning media, integrates a variety of interactions and levels of interactivity, and calls upon forms of thought and communication that go beyond ordinary classroom exchanges. This new assessment tool is offered as a building block in a framework for the future. References 169
Ascough, R. S. (2002). Designing for online distance education: Putting pedagogy before technology. Teaching Theology and Religion, 5(1), 17–29. Bliss, C. A. & Lawrence, B. (2009). From posts to patterns: A metric to characterize discussion board activity in online courses. Journal of Asynchronous Learning Networks 13(2), 15–32. Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay. Buzzetto–More, N. A., & Alade, A. J. (2006). Best practices in e-Assessment. Journal of Information Technology Education 5, 251–269. ChanLin, L-J. (2009). Applying motivational analysis in a Web-based course. Innovations in Education & Teaching International, 46(1), 91-103. Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin. Retrieved September 22, 2009 from Honolulu Community College Intranet Web site: http://honolulu, hawaii.edu/intranet. Donald, C., Blake, A., Girault, I., Datt, A., & Ramsay, E. (2009). Approaches to learning design: past the head and the hands to the HEART of the matter. Distance Education, 30(2), 179–199. Edmondson, B. (2007). Utilizing multiple intelligences in e-learning design. International Journal of Learning, 13(12), 35–41. Fabry, D. L. (2009). Designing learning experiences for comparability across delivery methods. Journal of Research in Innovative Teaching 2(1), 69–79. Harmon, S. W., & Hirumi, A. (1996). A systemic approach to the integration of interactive distance learning into education and training. Journal of Education for Business, 71(5), 267–272. Hirumi, A. (2005). In search of quality: An analysis of e-learning guidelines and specifications. The Quarterly Review of Distance Education, 6(4), 309–330. Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10. Koszalka, T. A., & Ganesan, R. (2004). Designing online courses: A taxonomy to guide strategic use of features in course management systems (CMS) in distance education. Distance Education, 25(2), 243–256. Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory into Practice, 41(4), 212–218. Saulnier, B. M., Landry, J. P., Longenecker, H. E., & Wagner, T. A. (2008). From teaching to learning: Learnercentered teaching and assessment in information systems education. Journal of Information Systems Education 19(2), 169–174. Serdyukov, P., & Serdyukova, N. (2009). A study of instructional practices: The case for reflection and research. Journal of Research in Innovative Teaching 2(1), 193–210. Xu, H., & Morris, L.V. (2007). Collaborative course development for online courses. Innovative Higher Education, 32, 35–47. About the Author Melinda Campbell PhD, Associate Faculty Department of Arts & Humanities College of Letters and Sciences National University La Jolla, California mcampbell@nu.edu Major research interests: Metaphysics of perceptual phenomena, aesthetics, epistemology of critical thinking, philosophy of pedagogy 170
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 184 and 185: Figure 1. The Nonlinear Relationshi
Page 186 and 187: About the Authors Nataliya Serdyuko
Page 188 and 189: Best Practices 183
Page 190 and 191: The Textbook Elementary Statistics
Page 192 and 193: If the mean number of visits was as
Page 194 and 195: discussion in such courses is slow;
Page 196 and 197: Table 1. A grade list for a class o
Page 198 and 199: Sloboda, B. W. (2005). Improving th
Page 200 and 201: The Journal of Research in Innovati
Page 202: About the Author In the end of your
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