Blackboard Microengagement, Formative Assessment, and Writing Achievement in First-Year College Composition: A Case Study

Ziegler, John R.; Lehner, Edward

doi:10.1080/10668926.2020.1716873

Cited by 4 publications

(6 citation statements)

References 5 publications

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“…In this instance, the Blackboard Learn platform offered an organized learning environment with features that, in conjunction with open resources, facilitate the interpretation of content in a dynamic and meaningful manner while also allowing for the monitoring of learning progress. Indeed, Caycho Rueda (2021); Amri and Alasmari (2021) and Ziegler and Lehner (2021) emphasize the importance of Blackboard Lean tools and functions to provide an accessible and adaptable environment for teacher didactics and learning personalization [26], [33], [34].…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, the integration of tools into the Blackboard Learn virtual environment was considered. This integration provides access to various tools, including SCORM lessons, announcements, discussion forums, messaging, and individual evaluation options for presenting works and questionnaires [26], [27].…”

Section: Fig 3 Opportunities For Improvement Identified In the First ...mentioning

confidence: 99%

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Using the Podcast for Feedback: A Qualitative Study

Ramos-Neyra,

Tippe-Marmolejo,

Turriate-Guzmán

et al. 2024

Int. J. Interact. Mob. Technol.

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In virtual environments, it is essential for the teacher to structure the learning experience and guide knowledge using various feedback tools. Therefore, the objective of the present study was to analyze the effectiveness of using podcasts as a formative evaluation tool. A phenomenological-qualitative methodological strategy was proposed to report the process of a learning experience through the design of cases. To achieve this goal, data collection techniques such as observation, semi-structured interviews, and documentary analysis were employed. The qualitative analysis from the teacher’s perspective revealed the primary areas for improvement in academic writing. In response to this, a process for providing corrective and suggestive feedback was proposed, utilizing comments and podcasts. In particular, the best-performing groups were those that most frequently utilized the multimodal resources for preparing and providing feedback in newsrooms. From the students’ perspective, they valued the feedback process in virtual environments because it allowed them to identify mistakes made in the writing process and improve their writing by considering the teacher’s comments and the criteria of the rubric.

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Section: Discussionmentioning

confidence: 99%

Section: Fig 3 Opportunities For Improvement Identified In the First ...mentioning

confidence: 99%

Using the Podcast for Feedback: A Qualitative Study

Ramos-Neyra,

Tippe-Marmolejo,

Turriate-Guzmán

et al. 2024

Int. J. Interact. Mob. Technol.

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“…We contextualize the problem of classroom management in diverse urban schools by focusing on how student-initiated practices can play a role in navigating a level of distributed classroom management (Deckman, 2017;Lehner, 2007;Ziegler & Lehner, 2020). In exploring the topic of classroom management, we deploy a catalytic authenticity framework to examine the difficulties that students and teachers have in negotiating the dominant model of classroom control (Guba & Lincoln, 1989).…”

Section: Methodsmentioning

confidence: 99%

Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry

Lehner¹,

Johnson²

2022

VoR

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The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from strict control and discipline to student-centered inclusion and cooperative inquiry. We recommend distributive classroom management and examine the practice in the context of its enactment by stakeholders in one social studies classroom in the East New York Alternative Learning Center. Under this model, students demonstrated distributed classroom management actions that fostered improved classroom behaviors and expressions of group solidarity. Students maintained a fertile learning environment by proposing a distributive management practice during the research period. Additionally, students enacted the same approach in the classroom. The study’s findings suggest that teachers and students can integrate standard classroom management rules with transformative stakeholder-directed practices to benefit all participants.

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“…El entorno Blackboard es una plataforma de soporte y gestión del aprendizaje en una comunidad educativa conformada por docentes y estudiantes [4]. Por su versatilidad y herramientas, facilita que el docente diseñe un curso online didáctico y organizado para la interacción docente-estudiante y entre pares; asimismo facilita el seguimiento personalizado del avance y evaluaciones del curso [5], [11].…”

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