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

Autor/inn/en	Kim, Young Ae; Rezende, Lisa; Eadie, Elizabeth; Maximillian, Jacqueline; Southard, Katelyn; Elfring, Lisa; Blowers, Paul; Talanquer, Vicente
Titel	Responsive Teaching in Online Learning Environments: Using an Instructional Team to Promote Formative Assessment and Sense of Community
Quelle	In: Journal of College Science Teaching, 50 (2021) 4, S.17-24 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Online Courses; Educational Environment; Formative Evaluation; Sense of Community; Technology Uses in Education; Science Instruction; Teaching Assistants; College Students; Team Teaching; College Faculty; Teacher Attitudes + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Teamteaching; Fakultät; Lehrerverhalten
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. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01