23.50
Hdl Handle:
http://hdl.handle.net/10755/603215
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Student DIY Grading of Online DQs: An Adult Learning Approach
Author(s):
Schwarz, Laura Marie; Leibold, Nancyruth; Leibold, Nancyruth
Lead Author STTI Affiliation:
Mu Lambda
Author Details:
Laura Marie Schwarz, RN, CNE, laura.schwarz@mnsu.edu; Nancyruth Leibold, RN, PHN, LSN, CNE
Abstract:
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015. Faculty who teach online courses often find that it is difficult and time consuming to both accurately and constructively grade every discussion for every student in the online course room. Furthermore, students sometimes do not apply the instructions or grading rubric for their discussions.  Students also may not read instructor feedback or may not use the feedback to remediate. Student self-grading of online discussions with the employment of a detailed grading rubric may be a more accurate, effective, efficient and instructionally sound means of grading discussions.  It empowers students and is learner-focused rather than instructor focused. Utilizing rubrics for self-assessment aids learners in both their ability to self-assess and improve their performance (Panadero & Jonsson, 2013). Discussion self-grading employs andragogy (the theory of how adults learn and which is in contrast to pedagogy, the theory of how children learn), reflection and introspection. The theory of Andragogy substantiates engaging adult learners in self-assessments such as online discussion self-grading.  In his classic work Andragogy in Action (1984), Knowles’ adult learning premise postulates that adult learners 1) are self-motivated and self-directed; 2) want to have control over their own learning; 3) feel responsible for their own learning; 4) are internally motivated; 5) need to know why learning is important to them; and 6) learn from each other. Empowering adult learners to be in command of grading their discussion participation supports andragogy in that it allows the student to autonomously take control of their own learning though use of self-motivation, self-direction, being responsible for their own learning, and use of internal motivation.  Self-grading takes the focus off the instructor telling the student what they need to do, and instead places that focus on the student. In addition to incorporating andragogy, discussion self-grading uses self-reflection, a conduit for adult learners to reflect on what they have learned, reflect on practice, and provides introspection, or observing one’s own thoughts and feelings (Bonnel, 2012).  Involving adult learners in evaluation of their performance serves to facilitate internal motivation and allows them to have control over their learning. Is however student-self-grading of online discussions accurate? What are students’ perceptions of grading their own discussions?  This presentation will discuss the theory and benefits of self-grading for both online students and faculty, articulate the methodology for implementing it, and discuss the findings from a multisite study that garnered perceptions of students who graded their own online discussions.
Keywords:
Andragogy; Online Discussion Self-Grading; Introspection
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15SC2.86
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleStudent DIY Grading of Online DQs: An Adult Learning Approachen
dc.contributor.authorSchwarz, Laura Marieen
dc.contributor.authorLeibold, Nancyruthen
dc.contributor.authorLeibold, Nancyruthen
dc.contributor.departmentMu Lambdaen
dc.author.detailsLaura Marie Schwarz, RN, CNE, laura.schwarz@mnsu.edu; Nancyruth Leibold, RN, PHN, LSN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/603215en
dc.description.abstractSession presented on Monday, November 9, 2015 and Tuesday, November 10, 2015. Faculty who teach online courses often find that it is difficult and time consuming to both accurately and constructively grade every discussion for every student in the online course room. Furthermore, students sometimes do not apply the instructions or grading rubric for their discussions.  Students also may not read instructor feedback or may not use the feedback to remediate. Student self-grading of online discussions with the employment of a detailed grading rubric may be a more accurate, effective, efficient and instructionally sound means of grading discussions.  It empowers students and is learner-focused rather than instructor focused. Utilizing rubrics for self-assessment aids learners in both their ability to self-assess and improve their performance (Panadero & Jonsson, 2013). Discussion self-grading employs andragogy (the theory of how adults learn and which is in contrast to pedagogy, the theory of how children learn), reflection and introspection. The theory of Andragogy substantiates engaging adult learners in self-assessments such as online discussion self-grading.  In his classic work Andragogy in Action (1984), Knowles’ adult learning premise postulates that adult learners 1) are self-motivated and self-directed; 2) want to have control over their own learning; 3) feel responsible for their own learning; 4) are internally motivated; 5) need to know why learning is important to them; and 6) learn from each other. Empowering adult learners to be in command of grading their discussion participation supports andragogy in that it allows the student to autonomously take control of their own learning though use of self-motivation, self-direction, being responsible for their own learning, and use of internal motivation.  Self-grading takes the focus off the instructor telling the student what they need to do, and instead places that focus on the student. In addition to incorporating andragogy, discussion self-grading uses self-reflection, a conduit for adult learners to reflect on what they have learned, reflect on practice, and provides introspection, or observing one’s own thoughts and feelings (Bonnel, 2012).  Involving adult learners in evaluation of their performance serves to facilitate internal motivation and allows them to have control over their learning. Is however student-self-grading of online discussions accurate? What are students’ perceptions of grading their own discussions?  This presentation will discuss the theory and benefits of self-grading for both online students and faculty, articulate the methodology for implementing it, and discuss the findings from a multisite study that garnered perceptions of students who graded their own online discussions.en
dc.subjectAndragogyen
dc.subjectOnline Discussion Self-Gradingen
dc.subjectIntrospectionen
dc.date.available2016-03-21T16:45:46Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:45:46Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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