Online Course Peer Support Form Page 5
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Principle 2: Good practice develops reciprocity and cooperation among students.
Learning is enhanced when it is more like a team effort than a solo race. Good learning,
like good work, is collaborative and social, not competitive and isolated. Working with
others often increases involvement in learning. Sharing one's own ideas and responding
to others' reactions sharpens thinking and deepens understanding.
Examples of evidence to look for:
•
Regular opportunities for students to engage in one or more of the
following activities:
o Formal and/or informal discussions of course topics
o Collaborative course assignments
o Study groups
•
A "meet one another" activity at the beginning of the course so students
can begin to make personal connections.
•
Encouragement to students to strengthen their online presence in the
course by sharing links to their e-portfolio, personal Web site, and/or
posting a photo of themselves to the class Web space.
•
Group assignments that follow the basic tenants of cooperative learning
(see Resources, below) in order to avoid the common pitfalls of "group
work."
•
An explanation of the criteria for “good” discussion participation.
•
Modeling of good discussion participation practices by the instructor.
•
Discussion prompts that help to guide and elicit student participation in
class discussion activities.
•
Instructor facilitation of class discussions by encouraging, probing,
questioning, summarizing, etc.
•
Student interaction space(s) for study groups, "hall way conversations,”
etc.
Where to look:
•
Instructional materials / Assignment directions
•
Discussion forums
•
E-mail messages
•
Course syllabus
•
Chat space
Resources:
•
“Strategies to Promote Online Discussion” -
•
“Ice-breakers” -
p
•
“Leading and Facilitating Discussion” -
discussion/
Back to Criteria
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College
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