Responsive Teaching in Online Learning Environments: Using an Instructional Team to Promote Formative Assessment and Sense of Community

Young Ae Kim, Lisa Rezende, Elizabeth Eadie, Jacqueline Maximillian, Katelyn Southard, Lisa K Elfring, Paul Blowers, Vicente A Talanquer

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Online teaching and learning have become widespread in higher education over the past two decades, and accelerated during the pandemic. Although online learning is expanding and has many benefits, instructors teaching online courses must deal with a variety of demands in online learning environments. Formative assessment and sense of community have been recognized as significant factors for enhancing meaningful student learning in online platforms. While existing technological resources create opportunities for students to engage with course materials and collaborative tasks, it can be quite daunting for a single instructor to meet the needs of a diverse student population. Typically, online instructors often do not have learning assistants (LAs), and/or lack models for how to effectively deploy these human resources in online environments. In this paper we describe how the creation of online instructional teams with specialized LA roles (online learning researchers [OLRs] and online instructional managers [OIMs]) can support formative assessment and community building in online courses. The OLRs and OIMs were trained to fulfill specialized roles to support formative assessment and the development of a more cohesive community of learners had a positive impact on asynchronous online courses at our institution.

Original languageEnglish (US)
Pages (from-to)17-24
Number of pages8
JournalJournal of College Science Teaching
Volume50
Issue number4
DOIs
StatePublished - 2021

ASJC Scopus subject areas

  • Education

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