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engaged in
forum
participation, personal
reflections,
and course
next ingredient to mix in our online student feedback recipe. Part of the
course expectations is much related to instructors. In other words, not only teachers but also learners need to bear in mind when they are meant to provide student feedback to class members and how frequent. Instructors must have an online working agenda to guarantee their teaching and social presence with their students. Among the agendas duties, it is important to have some room for online student hours to provide feedback in situ. In this way, learners can have a way to contact instructors to get guidance and some formative assessment. Additionally, it is also essential for teachers to have already-prepared feedback rubrics to answer FAQs learners may have while developing assignments, projects, and the like. Formative assessment is a crucial factor in providing students timely and quality feedback, but what happens if the course grading criteria aims at
To fully develop and comprehend this teaching issue, its advisable to research and expand these areas: 1 2 3 4 5 Student commitment in VLEs Setting course participation expectations Instructor working agendas in online teaching How to transform a summative evaluation into formative The difference between summative and formative feedback
Professor Jonathan Acua-Solano ELT Instructor & Trainer based in Costa Rica NCTE - Costa Rica Affiliate Resource Teacher at CCCN Senior ELT Professor at Universidad Latina Freelance ELT Consultant four OUP in Central America For further comments or suggestions, reach me at: @jonacuso Twitter jonacuso@gmail.com Gmail
Other blogs and sites I often write for my students at the university are: 1. Pronunciation 1 3. Pronunciation 2 2. Readding Skills 1 4. Computering Applications in Education
Get new ELT material and ideas by visiting my curated topics on http://paper.li/ and http://scoop.it/
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