TY - JOUR
T1 - Responsive Teaching in Online Learning Environments
T2 - Using an Instructional Team to Promote Formative Assessment and Sense of Community
AU - Kim, Young Ae
AU - Rezende, Lisa
AU - Eadie, Elizabeth
AU - Maximillian, Jacqueline
AU - Southard, Katelyn
AU - Elfring, Lisa
AU - Blowers, Paul
AU - Talanquer, Vicente
N1 - Publisher Copyright:
© 2021 National Science Teaching Association.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
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U2 - 10.1080/0047231X.2021.12290514
DO - 10.1080/0047231X.2021.12290514
M3 - Article
AN - SCOPUS:85118437581
SN - 1943-4898
VL - 50
SP - 17
EP - 24
JO - Journal of College Science Teaching
JF - Journal of College Science Teaching
IS - 4
ER -