The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney, Brinda K.

doi:10.24059/olj.v22i2.1386

Cited by 10 publications

(8 citation statements)

References 12 publications

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“…A total of 27 participants (35.1%) ranked traditional discussion board as the least preferred, followed by video-response (n = 22, 28.6%). These finding are aligned with existing research in which shows consensus regarding the disengagement of teacher candidates during traditional AODB platforms as robotic, shallow, disingenuous responses (Ding, Kim, Orey, 2016;McKinney, 2018;Xie, Durrington & Yen, 2011). Teacher candidate participants were asked to provide a rationale for their top ranking.…”

Section: Findings and Discussionsupporting

confidence: 89%

“…Participants indicated their strongest preference for BookSnaps (37.7%) and Flipgrid (28.6%) over video-response (7.8%) and traditional (5%) platform. These finding are aligned with existing research in which shows consensus regarding the disengagement of teacher candidates during traditional AODB platforms as robotic, shallow, disingenuous responses (Ding, Kim, Orey, 2016;McKinney, 2018;Xie, Durrington & Yen, 2011). candidates to feel a deep and meaningful learning experience when using Flipgrid (Huang et.…”

Section: Figure 1 Emergent Themes By Preferred Aodb Platformssupporting

confidence: 89%

“…The common AODB usage has delivered some negative consequences. Most commonly referenced is disengagement as evidenced by robotic, forced, unnatural, shallow, disingenuous responses (Biesenbach-Lucas, 2003;Ding, Kim, Orey, 2016;McKinney, 2018;Xie, Durrington & Yen, 2011). Additionally, AODBs that are solely text-based may not be effective for all learners (Green & Green 2018).…”

Section: Traditional Discussion Boardsmentioning

confidence: 99%

“…Additionally, discussion board responses can provide an environment for developing a social presence if the proposed prompt is purposeful (Kreijns, Kirschner, Jochems, and Van Burren, 2004;Remesal & Colomina, 2013). Faculty in education preparation are generally thoughtful about their teaching presence and often spend a significant amount of time and energy creating discussion board assignments that will develop a teacher candidate's understanding, creativity, leadership, and critical thinking skills (McKinney, 2018). Currently, there is no research comparing teacher candidate perceptions of Flipgrid, Video-response, BookSnaps, and traditional AODB platforms.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Teacher candidate perceptions on alternative asynchronous online discussion boards

Carr

2020

Journal of Educational Technology and Online Learning

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Asynchronous online discussion boards are frequently utilized as a pedagogical tool within traditional, hybrid, and online collegiate courses. Research has found teacher candidates can be disenchanted with the monotonous structure of traditional asynchronous online discussion boards. In educator preparation, we claim to understand teacher candidates learn differently. Yet, traditional discussion boards are not effective for all teacher candidates. Faculty can find ways to differentiate by incorporating alternative asynchronous discussion board platforms. A quantitative survey was used measure 77 teacher candidates perceptions of creativity, demonstrating understanding, enhancing student voice, and usefulness toward learning. Results indicate participants prefer BookSnaps, Flipgrid, and video-response to traditional discussion boards. More specifically when evaluating for enhancing creativity, understanding, student voice, and usefulness participants preferred Flipgrid. It is important to understand the factors, which create a high-quality asynchronous discussion board experience. This research can help faculty to determine how to strengthen the asynchronous online discussion board learning experience.

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Section: Findings and Discussionsupporting

confidence: 89%

Section: Figure 1 Emergent Themes By Preferred Aodb Platformssupporting

confidence: 89%

Section: Traditional Discussion Boardsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Teacher candidate perceptions on alternative asynchronous online discussion boards

Carr

2020

Journal of Educational Technology and Online Learning

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“…They proposed a framework that included criteria and ratings for content, interaction quality, and objective measures (participation rates and consistency of participation). This framework and subsequent studies were reviewed to select the following elements: contributions are regular and timely (Kemble, 2017;McKinney, 2018;Nandi, 2009;Phillippi, 2015), contributions display knowledge/content (McKinney, 2018;Nandi, 2009;Phillippi, 2015), contributions are reflective (Giacumo & Savenye, 2020;Nandi, 2009;Phillippi, 2015), contributes to social learning environment (McKinney, 2018;Nandi, 2009;Phillippi, 2015), additional resources shared (Kemble, 2017), and contributions are appropriately written and collegial (McKinney, 2018;Phillippi, 2015).…”

Section: Introductionmentioning

confidence: 99%

Development of a rubric to assess student participation in an online discussion board

Ware¹

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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Online discussion boards provide opportunities for students to share experiences, consolidate knowledge, explore new ideas, and feel connected to other students and faculty. Despite the benefits, many students do not voluntarily engage in discussion board activities. Mandating participation is a contentious issue, but after reviewing the literature, a summative assessment task and a rubric were developed and trialed in a fully online, Australian postgraduate course. An audit of the discussion board posts from two semesters without the assessment task, and two semesters using the assessment task, found the quality and quantity of posts increased. There were significant improvements in regularity, discussion of course concepts, translation to relevant experiences, and support and encouragement for other learners. The initiative successfully created a learning environment and is being implemented in other subjects.

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Factors that contribute to student success and satisfaction at Brandman University

Echols

Shukla-Belmontes

Lege

et al. 2021

J of Competency-Based Ed

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Methods:The Brandman University Strut Learning platform offers a set of analytics that can be utilized by Academic Coaches, Tutorial Faculty, and Administrators as student performance metrics. Reports summarizing that data have indicators for student progress in the program, competency, and learning activity level, as well as topics and subtopics with which the students may need additional support. We began this investigation by assuming that our dependent variable, student success, should be measured by the length of time required for completing the competency (Note: some of the concluding remarks pertain directly to this decision, and points to future directions for the investigation). Our intention was to evaluate the relationship that our dependent variable might have statistically with seventeen independent variables all related to student satisfaction, including: Academic Coaching, Online Writing and Math Center, Library Support, and Tutorial Faculty Support.Findings: It was speculated that satisfaction about the individual services involved might be related to overall satisfaction with the program. The Student Services that showed the greatest correlation between satisfaction in individual services and overall satisfaction. Conclusion:We found strong statistical association between students' beliefs about the importance of a student service and their satisfaction in that same service. We also found strong statistical association between students' satisfaction in individual student services and their satisfaction overall in the program. However, we found a weak association in the most critical area -whether the satisfaction in the student services is related to our definition of student success.

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The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

Cited by 10 publications

References 12 publications

Teacher candidate perceptions on alternative asynchronous online discussion boards

Teacher candidate perceptions on alternative asynchronous online discussion boards

Development of a rubric to assess student participation in an online discussion board

Factors that contribute to student success and satisfaction at Brandman University

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