A learner takes on the role of “instructor” to provide feedback for posted responses.
Student Facilitation discussions provide learners an opportunity to do a peer review.
It can be set up so the learner/facilitator gets feedback from the instructor on their own responses before learners review their peers
All learners practice the material, and by the end of the course, all learners have an opportunity to provide feedback to their peers.
When this works well
Courses where learners need to solve problem sets for practice - math, statistics, chemistry, physics, engineering, etc.
QM: 3.5, 5.2, 6.2
UDL: 7.1, 8.2, 8.3, 9.3, 6.1, 6.4
Instructions for Learners and Faculty
(This example comes from a Math class, but any course with question sets could work.)
No homework will be turned in for this course but you will be required to participate in the Problem Sets Forums. Follow the instructions below for participation in the Problem Sets.
- Each student will facilitate one of the problem sets forums during the semester. Click on the Selection of Problem Set to Facilitate survey and choose the problem set you would like to facilitate. The choices are 1st come, 1st served with only one assigned facilitator per problem set. Once a problem set has been picked by someone, it will no longer be available to choose from.
- After you click the radio button for the problem set you want, click "save". The choices will be automatically updated to show the set you selected.
- Dr. Martin will facilitate the first set, Chapter 13, Set 1.
- Responsibility of the facilitator:
- You must keep track of when you are facilitating - you will not be reminded of your turn.
- Work the problems for your set and submit the answers (show your work) to the instructor via email at firstname.lastname@example.org, 2 days before you are scheduled to facilitate so that the instructor can check your answers and give you any necessary feedback.
- On the day that your facilitation starts, first check the feedback provided by the instructor.
- Facilitators will reply to each person's post. If their answer is correct, let them know and offer any feedback that you think might be helpful. If their answer is incorrect, provide information on where they might have gone wrong in their calculations and ask them to try again.
- Responsibility of other learners: Post the problem and answer to the forum for the problem number with the 1st letter of your last name. For example, 10 (N-Z), 12 (A-G), 34 (H-M) - Nelson would post problem 10, Adams would post problem 12, and Moore would post problem 34. Check back the following day to see if your answer was correct. If it was incorrect, work on the problem again and repost the answer.
This setup is about participation across the entire course.
For example, if you posted to 80% of the forums you would receive 8 out of 10 points for participation.
SUBJECT: Question 18
A) Sample size including nonrespondents = 204+271+1313 = total 1788
B) the response rate = 475-1788 =26.6% response rate, considering the response rate is so low, if the statistics are presented as fact, they are definitely biased as it does not account for how few people chose to respond. Also, interviewer E quit, thus creating more non-respondents and thus a biased result.
RE: Question 18
B is good. For A you don’t include the nonrespondents, so it would be 475.
CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author. Retrieved from https://edtechbooks.org/-Vhkr
Hew, K. F., & Cheung, W. S. (2011). Higher-level knowledge construction in asynchronous online discussions: An analysis of group size, duration of online discussion, and student facilitation techniques. Instructional Science, 39(3), 303-319. Retrieved from https://edtechbooks.org/-EbCW
Standards from the Quality Matters Higher Education Rubric, 6th Edition. Quality Matters. Retrieved from https://edtechbooks.org/-urE