Volume 15, Issue 3 - June 2011

Assessment of Individual Student Performance in Online Team Projects

Jay Alden, National Defense University

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team, as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process.  The latter grading requirement has posed a challenge to faculty, so the question addressed in this paper is, “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?”  To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study considered the perceptions of graduate faculty and students and recommended the Faculty Review practice as the default assessment practice in online courses because of its overall cost-effectiveness in this learning environment.

Leader Challenge: What Would You Do?

Chris Miller, The Praevius Group
Nate Self, The Praevius Group
Sena Garven, U.S. Army Research Institute
Nate Allen, The Pentagon

Given the complex environment in which the U.S. military operates, leaders at all levels must be prepared for a force that is more responsive to regional combatant commanders needs, better employs joint capabilities, facilitates force packaging and rapid deployment, and fights self contained units in non-linear, non-contiguous battle space. This...

How Online Faculty Improve Student Learning Productivity

Katrina A. Meyer, University of Memphis
Larry McNeal, University of Memphis

Ten experienced online faculty were interviewed to elicit examples of how they improved student learning productivity in their online courses. The ten faculty represented nine different states, 13 different fields or disciplines, and all were tenured or tenure-track at master’s or doctoral level higher education institutions. Based on a thematic...

Improving Instructor Response to Student Emails Using Template and Reminder Interventions

Matthew Elbeck, Troy University, Dothan
Minjung Song, University of Nebraska

Student e-mails without the student’s name, message, file attachment, and other identifying information may impede a timely and thorough instructor response. To help resolve this issue, we apply template and reminder interventions to improve student e-mail format defined as the degree of agreement between a student’s e-mail format and an...

Cross-Cultural Differences in Undergraduate Students’ Perceptions of Online Barriers

Larisa Olesova, Purdue University
Dazhi Yang, Boise State University
Jennifer C. Richardson, Purdue University

The intent of this study was to learn about students’ perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach utilizing surveys and interviews was used to investigate (1) the types of...

Teacher Professional Development in the Amazon Region: Strategies to Create Successful Learning Communities

Lucio Teles, University of Brasilia
Laura Maria Coutinho, University of Brasilia

The Faculty of Education, University of Brasilia, implemented an online undergraduate degree program for classroom teachers (student-teacher) who have not yet completed their studies. There are 1800 classroom teachers in the Brazilian state of Acre, bordering Peru and Bolivia, who have completed only high school. However, a new directive from...