High‐stakes testing and accountability in the United States cloak the real purpose of assessment—diagnosing learning to inform instruction. Standardized testing drives curricula in many states. Teachers may feel pressured to “teach to the test,” although they know it is not best practice. The authors discuss how using several evidence‐based approaches to writing instruction—writing workshop and the witing process, 6 + 1 Traits, and modes of writing—can accomplish two goals: providing high‐quality instruction, and preparing students for success in standardized writing tests. They stress that assessment is a component of instruction, not an end unto itself, and that the goal of instruction is to produce lifelong learners, not test takers.
This research project explores the effects of altering the structure of discussion board formats to increase student engagement and participation. This paper will present the findings of a two-university, two-class research project in which asynchronous discussion board entries were analyzed for substance. By using oral discourse analysis techniques, the postings of two distinct structures of discussion board entries were analyzed. A baseline of typical student interactions was established by using an Open-ended discussion board assignment. The requirements were then changed and an Experimental discussion board format was introduced-students were placed into smaller groups and expected to enact a 3R pattern of Respond, React, and Reply. The ways in which students made their thinking visible were coded and tabulated. Findings suggest that a Connected Stance, identified by a high level of participation coupled with a high level of engagement, was an optimal online discourse pattern.
This chapter examines two key factors that influence the efficacy of online learning: student and teacher interaction and rapport. These two factors are heavily influenced by the stance that the learner takes. Online learning is opening up more possibilities for lifelong learning. This chapter will provide a critical discussion of online education, the theories that ground this delivery system, and the challenges that one university faculty had in creating a community of learners in a technology-mediated learning environment. “Let’s put our Reading Masters courses online,” the Dean suggested. “We need to move our graduate course offerings into the twenty-first century. Can’t be left behind.” She left the six of us in the conference room to talk over her proposal. But what was there to discuss? The answer was “No.” It just wasn’t possible. We’d lose that personal connection with our students that our university is known for. We’d lose those rousing discussions and meaningful interactions. Why, the students wouldn’t even see each other, let alone see us. How could we encourage lifelong learning when we weren’t even sold on the idea? The whole idea was impractical, unworkable, and inconceivable. Putting our courses online? Out of the question!
Asynchronous online discussions can be complex and fruitful, mimicking their face-to-face counterparts in undergraduate college classes. However, some researchers note a discrepancy in substance and interest levels between online and face-to-face discussions. This chapter describes the interactions of one thriving student in an asynchronous online course. It analyzes the student’s interactions with his peers, and uses these interactions to provide ways that online instructors can structure courses to optimize genuine and engaging online discourse. Additionally, it suggests that students and instructors who assume a Connected Stance show a depth of learning within the computer-mediated framework. Finally, it provides a unique format for analyzing online discussion boards.
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