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Reflection Questions for Evaluating Synchronous Learning Activities

Quality engagement between faculty and students is one of the most challenging aspects of online learning. This post outlines high-level critical points required to infuse online courses with authentic class collaboration and interaction focused on concept reinforcement.

Quality engagement between faculty and students is one of the most challenging aspects of online learning. This post outlines high-level critical points required to infuse online courses with authentic class collaboration and interaction focused on concept reinforcement.

Learner Engagement:

  • How does the synchronous learning activity enable students to reach course goals and objectives?
  • How do I provide and explain the required levels of participation (e.g., quantity of interactions)?
  • How do I define expectations regarding the quality of communications (e.g., what constitutes a “good” answer)?
  • How am I providing an opportunity for individualized instruction, remedial activities, or resources for advanced learning activities?

Technology Use:

  • How does my synchronous learning tools reduce the labor-intensity of the learning (e.g., providing links to needed resources where they will be used in the course, integrating publisher resources)? 
  • How have I made an effort to use low-cost or no-cost materials?

Content Presentation:

  • How well are the synchronous communications integrated with other course materials (integrated publisher resources, e- textbooks, course manuals, etc.)?

Interaction and Collaboration:

  • How do my activities designed to help build a sense of community among learners?
  • How do my activities encourage interaction and support active learning?
  • To what degree do I offer opportunities for collaborative activities to reinforce course content and learning outcomes, while building workplace-useful skills such as teamwork, cooperation, negotiation, and consensus – building?

Assessment:

  • How (if any) does my learning activity  provide an opportunity for providing constructive, meaningful feedback to learners?
  • How do I provide an opportunity for self-assessment?
  • To what degree do I  provide an opportunity for assessment through discussions?

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