Assignment: Evidence based Teaching Strategies

Assignment: Evidence based Teaching Strategies

Assignment: Evidence based Teaching Strategies

Evidence- Based Teaching Strategies

Plan on the types of teaching strategies you would use to teach a lesson plan in the online world.

Assessment Description

An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher order thinking.

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The purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for Teaching in the online setting.

Provide a six-entry annotated bibliography of peer-reviewed/scholarly literature related to your chosen for your online nursing classroom and appropriate teaching strategies. Include a 150-word summary for each resource that includes the following: ( do not go over 175 words for the summary for each of the six resources.)

1. Description of the evidence-based teaching strategy and its application to the online classroom.
2. Description of the relevancy and accuracy of the source.
3. Description of the quality of the source.

Utilize “Preparing Annotated Bibliographies,” located in the Student Success Center, to review general guidelines and specific examples for creating an annotated bibliography.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Rubric:

1.      Six Bibliographic Entries –

13 points  The submitted assignment includes six entries in an annotated bibliography.

2. . Evidence-Based Teaching Strategy and Application to Online teaching setting.

14.3 points- Evidence-based teaching strategy and application to online teaching are described for each source.

3. Relevancy and Accuracy:

Relevancy of Each source is described

14.3 points- A description of the relevancy and accuracy of each source is thorough.

4. Quality-

13.65 Points  Quality of each source is described

A description of the quality of each source is thorough.

5. Research-

3.25 Points- Research is supportive of the rationale presented.  Sources are distinctive.  Research addresses all of the issues stated in the assignment criteria.

6. Mechanics of Writing-

3.25- Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

7. Format/Documentation-

3.25 Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,

A Sample Of This Assignment Written By One Of Our Top-rated Writers

Evidence-Based Teaching Strategies

Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11. https://doi.org/10.1016/j.chb.2018.09.022

Ding (2019) indicates that engaging learners in an online discussion can sometimes be challenging since it requires the online learning classroom designers to evaluate various factors such as designs and synchronizing various communication tools. However, Lu (2019) employs mixed methods to explain ways to promote student engagement by applying the gamification approach in an online discussion. The article’s accuracy and relevance are through its engagement with the 70 students exposed to the asynchronous online course, which showed that gamification was only effective on online discussion comments and performances for students more conversant with the gamification approach. That shows that when online learning designers and instructors use gamification, it will fail to promote student engagement. The research is also relevant since it explores the weakness of engaging gamification in an online discussion, thus indicating that that online instructors need effective communication and organization within the online classroom, with the faculty increasing student engagement. The article falls under Level 1 evidence and can be found in various scholarly journals, including Google Scholar and Elsevier.

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. doi:10.24059/olj.v22i1.1092

Martin and Bolliger’s (2018) article expounds on the importance of student engagement in an online environment. That is because the more the students become engaged, the more the satisfaction, thus enhancing learning motivation and reducing learning isolation. The authors indicate that some effective engagement strategies that enhance online learning communication incorporate tools that enhance learner -to-learner category. Also, there is a need to cement learner-to-instructor collaboration by sending regular emails and announcement reminders and outlining the grading rubric for all assignments. The article is relevant and accurate since it evaluates students’ perceptions of different engagement strategies: learner-to-content, learner-to-learner, and learner-to-instructor engagement, thus providing more knowledge on administrators, instructional designers, and online instructors when facilitating an online engagement. Also, the use of Moore’s interaction framework is essential since it helps evaluate the article using the existing evidence. The article’s quality lies in the fact that the article is peer-reviewed, thus making its evidence and findings more reliable since the information is more objective than subjective.

Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43. https://doi.org/10.1016/j.iheduc.2019.04.001

Martin et al. (2019) article evaluates the effectiveness of authentic and traditional assessment and engagement of rubrics in an online environment. As a result, the authors evaluate the Award-winning online faculty that engages a systematic design process considering learner’s needs, designed learner, and backward design interactions. From such designs, they will be essential in online discussion posts since instructors can facilitate an effective and successful online environment by providing timely feedback and response and enhanced and periodic communication. For the accuracy of the research, Martin et al. (2019) involved eight members of the award-winning online faculty from different locations in the United States. The article’s relevance and accuracy are that the information provided on the best online teaching strategy originates from Award-winning online faculty members who have already interacted with these methods. The article quality is based on the fact that it is found in one of the scholarly databases, Elsevier, thus making the information more reliable. Also, the article using the systematic review helps the reader acknowledge that the article provides objective information.

Oh, E. G., Huang, W. H. D., Hedayati Mehdiabadi, A., & Ju, B. (2018). Facilitating critical thinking in asynchronous online discussion: Comparison between peer-and instructor-redirection. Journal of Computing in Higher Education, 30(3), 489-509. https://doi.org/10.1007/s12528-018-9180-6

Oh, et al. (2018) article evaluates how asynchronous online discussion influences learners’ interaction and critical thinking during peer-facilitation or instructor facilitation. The article’s relevance is that it tries to expound more on the controversies that inhibit instructors’ facilitation and peer facilitation in terms of their weaknesses and strengths. The article’s accuracy lies in the authors engaging the social network and cognitive presence framework analysis where they realized that the peer facilitation approach was essential in fostering collaborative discourse and critical thinking among students. Hence, in the discussion post strategies, peer facilitation will be more effective in enabling the students to develop critical thinking and collaborative skills within an online space. The knowledge gained from the article includes the need to engage the students in peer-reviewed evaluations and assessments to enhance objectivity. Hence, the article provides an effective online teaching method, competencies, and practices. Consequently, the article quality can be found in many sources within the most acknowledged journals, such as Springer, Google Scholar, and Elsevier.

Osborne, D. M., Byrne, J. H., Massey, D. L., & Johnston, A. N. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study. Nurse education today, 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014

Osborne et al. (2018) article compliment Oh et al. (2018) concerning the asynchronous online (AOD) learning implementation. The article specifically focuses on asynchronous discussion board implementation as one way of managing the increased number of student enrolments due to the increased demand for teaching strategies and learning platforms by students. For the article to maintain its accuracy and objectiveness, the authors engage in a mixed method and explorative study that evaluates the perception and usage of AOD using semi-structured interviews and surveys. The article is reliable because the authors engage themes triangulation obtained from student free text responses, survey outcomes, and staff interviews, thus making it easy to appraise the asynchronous online discussion and focusing particularly on how the AOD has affected the course assessment and content. The findings indicate that asynchronous online discussion is more effective since it encourages student and staff engagement. The quality nature of the article falls under Level 1 of evidence as it provides a detailed reference on the most appropriate interventions, including explicit and exemplar marking criteria.

Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2319

The article by Tanis (2020) indicates that for effective online learning and teaching to take place, it has to be designed effectively to promote student engagement for the peers, faculties, and course content. Hence, the research’s main aim was to evaluate student-student collaboration and communication, faculty-student collaboration and communication, prompt feedback, and high-performance expectations. Also, the author needed to evaluate the importance of an active learning process and the appropriate task for different tasks, including the diverse learning styles. The article is relevant since different students and online instructors, as they interact with the online platform, may have different expectations, thus the need to evaluate the online learning environment in all dimensions. The article’s accuracy is based on the author using the Likert survey and two open-ended questionnaires that would enable the author to evaluate the perception behind online learning and teaching. The article’s quality is based on the author engaging in qualitative research that helps the researcher gain appropriate answers on the perception of online learning and teaching to design the most appropriate intervention.

 References

Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11. https://doi.org/10.1016/j.chb.2018.09.022

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. doi:10.24059/olj.v22i1.1092

Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43. https://doi.org/10.1016/j.iheduc.2019.04.001

Oh, E. G., Huang, W. H. D., Hedayati Mehdiabadi, A., & Ju, B. (2018). Facilitating critical thinking in asynchronous online discussion: Comparison between peer-and instructor-redirection. Journal of Computing in Higher Education, 30(3), 489-509. https://doi.org/10.1007/s12528-018-9180-6

Osborne, D. M., Byrne, J. H., Massey, D. L., & Johnston, A. N. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study. Nurse education today, 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014

Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2319