Using Discussion Boards to Gauge Student Learning Natalie Bennett Online Services librarian UTC Library
The Course Freshmen Rhetoric & Composition II (ENGL 1020) General education requirement Strong relationship with English department Research is folded in to the overarching outcomes of the course: “Develop a focused research question and identify research strategies for finding appropriate primary and secondary sources.” “Understand and use several multi-subject databases to locate sources; evaluate sources for reliability and persuasive potential; understand and use other research methods where appropriate.” 2-3 sections are online each semester (asynchronously) “Students will…
How do you teach your students? Synchronously? Asynchronously? Take the poll!
The Partnership Great partnership with online sections’ professor Ability to assign classwork Video content for students to watch Worksheet Discussion Forum Ability to give out grades Iteratively change content & approach each semester
The Discussion Board Librarian AMA (Ask Me Anything) Prof. puts up a post describing expectations for the discussion (Read this first!) I put up a post wrapping up the content & worksheet and invite questions Discussion posts with questions for me roll in throughout the week Time consuming!
Using Questions from the AMA The questions asked by students make me clearly see what problems they are having Often, the skills are covered in the video! Change video content for next semester Shows the need for a worksheet, or something they turn in, to keep them watching and on task AMA also helps inform our face-to-face curriculum
Questions?