Online learning in many cases is self learning. I have taught on line and ground courses for 8 years at different institutions. The on line environment that works best with my students and where I get the most positive feedback is when I am heavily involved with the students in the participation forum. Best practices at GCU indicate the instructor should respond to at least 10% of the students posts. I find that going beyond that level to between 15 and 20% keeps the students engaged. CAT's also help but responses to most CAT's are minimal. In a class of 25 one might get 5 responses to the majority of CAT's. Using YOUTUBE to introduce oneself to the student is also a big plus but it is hard to gauge student responses to the video. I was an online student several times. The thing that kept me most involved was if the class instructions were velar and if I had a question getting quick response in less than 24 hours. Interaction is important but my experience is on line student's only want that when they need help with assignments. If they feel comfortable skating along at their pace and feel the grading is reasonable there will be very little interaction required or needed by the student.
We appreciate the comment. We have been teaching online for about the same amount of time and for six of those years as Full-time online faculty. I agree, students appreciate an instructor who is thoughtfully involved in the discussion forum. Formative assessment (CATs) are a best practice and I do get a large percentage of students responding to those. I try to promote the CATs as best as possible and connect them to the objective of the week. If students know that engaging with the instructor through the CAT will help them be successful on the assignment (summative assessment) they tend to be more likely to participate. Responding to student questions is important and helps to build a relationship. However, addressing student questions before they even have them is the goal. We can do that by posting clear directions as you stated. We can also accomplish this goal by using web 2.0 tools like Remind or Flipgrid. Remind allows us to have synchronous communication with students through 2 way messaging answering questions in a matter of seconds using the one tool most students have at their disposal at all times, smart phones. The goal, for us as instructors and one of the reasons we wrote this manuscript is to help instructors close that proximal gap and seek to build community with their students, even the students who just want to "skate" through. The purpose of this research was to encourage faculty to consider their intentions and seek to engage students, build relationships, and personalize the course for all students.
Comments on paper: This paper touches on a number of topics that are relevant to anyone who teaches online courses. It is clearly written and well organized, and the reference list contains a wide range of useful resources (and if I may say so, kudos for your attention to APA guidelines here!). Finally, Appendix A is quite helpful. For those who do not have time to read the paper in its entirety, I would suggest checking this out.
I’d like to comment on a few areas that I find particularly relevant: student engagement, feedback, and online group work:
Student engagement: as noted in the paper, it is important to begin engaging students “early and often.” I have found the first week of discussion crucial and make sure I respond to each student at least once during the first week of discussion. This is not always easy in large classes, but I believe it makes a difference. I learned to do this early on (I’ve been teaching online for 10 years). I look in on my classes every day to check for questions in the QFI forum, and I make sure I post at least one comment in the discussion forum to let students know I am “present.”
Feedback: Yes, providing qualitative feedback is important, and students who actually pay attention to feedback truly appreciate it! One of the frustrations I have is that many students seem to notice little more than the grade. I frequently teach composition courses that require the submission of rough drafts, which provide a wonderful teaching opportunity. It is disheartening to see that my suggestions for revision often have little impact. If anyone has suggestions to share, please do!
Online group work: When I first began teaching online, I dreaded classes with the CLC (Collaborative Learning Community) component. I saw the asynchronous environment as an obstacle, and the varying levels of student engagement often led to one or two students doing the bulk of the work while others made last-minute contributions or did nothing at all. I have come to reach a comfortable balance in offering guidance to CLC groups, stepping in when needed without micromanaging. Not all CLC experiences go smoothly, but when students truly collaborate, the results are quite satisfying to the group members and to me, the person who has to assess their final projects. I would welcome any suggestions on how to enhance the CLC experience.
Thanks for presenting this paper and opening up areas of discussion that can benefit all of us. I look forward to hearing and learning from other colleagues as well!
I found this paper extremely relevant, worthwhile, and educational. The Discussion boards are where my students have told me that they learn the most. I provide them with CATs and also the opportunity to use a strategy that I call "Show Me". It is almost like a virtual show and tell for teachers in the online environment. I have them share a lesson, strategy, worksheet, video, etc. that they have used in their classroom that was successful, that relates to the DQ. I know that students are engaged because at least 90% of them will respond and comment on each others' posts. I am also able to share some insights and ideas from my past teaching experiences in middle school and elementary school. The teachers love this discussion thread because they are able to "steal" ideas from fellow teachers. As noted in the paper, it is suggested that instructors identify and tie in student interests in to the discussions for meaningful and personalized engagement. One thing that I have found that is successful is using the information provide by students on the Class Wall. When I am responding to a student, I will say, "Susie, while teaching 8th grade Science and having many ELL students, please explain...." Students appreciate that you took the time to make the question personal for them and not just a generic comment. I really appreciate Appendix A. Thank you for this wonderful paper!
This paper is very pertinent regarding promoting effective online teaching and learning. The concepts of proximity and personalization are particularly important when engaged in the online environment. Good work in presenting suggestions to promote a sense of community as well as accountability. Appendix A is very helpful.
There are a few suggestions to strengthen this manuscript:
There seems to be an excessive number of quotes. Many of these would benefit by being paraphrased.
There are a few questionable verb tenses. First, on p. 6 in the first paragraph under the heading 'Feedback'. Should it be "Leibold and Schwarz (2015)" posit ..." not "posits". Second, on p. 7 in the paragraph following this, should it be "A student’s sense of community with peers and instructors" is instead of "are"?
Appendix B does not appear to add to the paper.
Overall this is a very well-presented paper with very important concepts. Thanks for developing and sharing it!
Thank you so much for the positive feedback and your thoughts on some of the areas we touched on. I wanted to comment on your discussion of group work. I also find that students are challenged when attempting CLC's. Now, I teach UNV 104, which is the second course an undergrad student takes and is the first time we introduce them to CLC's. Needless to say, it is not only challenging for the student, but for me as well. I am just starting to use Flipgrid for my CLC groups. Flipgrid is an asynchronous video discussion platform. I can create a topic for each team and they can share short videos back and forth to discuss the group assignment they are working on. It is really changing the game. If you are interested in learning more about Flipgrid, contact me at [email protected]. I am Flipgrid certified. Thanks, again! Tom
Nicole,
I love the "show me" idea! I think I am going to steal this if you don't mind. I mentioned Flipgrid to Maria. Flipgrid may be a great platform for you to have your students share the "show me" responses. I am so glad to hear that appendix A was helpful. It was my favorite part of the manuscript to create, so I am glad it is being used! Tom
Karen,
Great feedback Karen, this is so helpful to us. We will go back and take a look at the areas such as quoting and verb usage. You mentioned Appendix B, I assume you mean Figure 2, the ZPD illustration. Within the final manuscript that figure should be right under the Future Research discussion, in which we discuss Vygotsky's Zone of Proximal Development. Thank you! Tom
We are blessed that you all decided to review our manuscript. Thank you for sharing your experiences and pointing us to areas of opportunity.
Sorry, for the late response. I am glad you asked!Flipgrid is an alternative to traditional threaded written discussion. Many learning management systems require a certain frequency of participation and this can be used as an option for students to bring the discussion to life. Within a traditional classroom, time constraints limit the amount of students who can share whole group, but Flipgrid gives everyone equal voice. Students can all share within one class grid and reply to the thoughts of others. Flipgrid can be used in all learning environments and tailored to the specific content of each classroom through topic selection. Presentations, projects, group work, or brainstorming for an assignment can all be documented within Flipgrid. Feedback can be given by instructors and peers through video replies, rubrics, and private feedback within each grid.
Think of it as the best parts of Instagram and Snapchat, but your control! Students can flip the camera and pause while recording with unlimited retakes. Students can draw or use custom stickers to design a fun, creative selfie for the Grid. Finally, students can add a title and linked file to videos to verbalize their thinking on projects. Your Grid transforms into a shared, community portfolio!
Thank you for sharing this paper with us. This is a very relevant topic. I have had several learners show continual interest in engagement in on-line learning for their own research. Your paper provides a wide base of current practices in the on-line setting, which I believe readers will find very useful.
I have a few thoughts that might be worth considering-
Have you considered specify the level of on-line instruction? While many of of us are obviously working in higher ed, are there differences in graduate and undergraduate courses? Additionally, what about those that work with high school on-line courses? This distinction might be helpful to some researchers.
Additionally, as you put together your conclusion and directions for future research, you mentioned the presence of the instructor at the beginning of group interaction might influence student perceptions. In the paper you also mentioned feedback practices... this could be another area of future research, the use of engagement through feedback.
I enjoyed reading the paper, and wish you best of luck in future publication.
Thank you so much for taking the time to read our paper, and even more for taking the time to offer some feedback. All of us, Tom, Elizabeth and myself, currently teach undergraduate courses exclusively; however, as we continue to explore the idea of proximity it would certainly be interesting - and worth while - to see how these practices might differ in graduate courses. Perhaps we could seek out one of your colleagues who teaches our graduate courses. We are looking to pursue this topic further and begin to collect some qualitative data to better understand student perceptions of the practices that we discussed.
I enjoyed the paper and agree with the elements contained therein. As we all know from doing this form of teaching for several years that online or any form of education is not a "one size fits all" scenario. Each course can, and many times does, present an entirely different set of issues dues to student demographics and schedules outside of the classroom.
Making ourselves available in this modality allows the student to understand that we share this educational journey with them as an equal partner in that process and not merely there to judge and grade their performance.
Thank you for reading our paper, Marti. As always, good to hear from you. You made an excellent point about education - there is no effective "one size does not fit all" - and one that is particularly relevant when it comes to online education. Due to the nature of online education, and the way that it is delivered, it can easily fall into that "one size fits all" trap. Through intentionally addressing the proximal gaps that exist between students and teachers through the integration of various Web 2.0 tools (i.e. remind, FlipGrid, etc.) we can make sure that does not happen.
This focus of the manuscript, synthesis of literature, has high relevance based on its contribution to the field of online teaching: “…In its simplest form proximity can be described in two ways, classroom arrangement and teacher mobility. In the virtual modality, instructors have little control over classroom arrangement. However, instructors may have influence on the perception of mobility which may impact the manner in which students perceive the proximal space within the classroom through various strategies to engage students, creating viable relationships with students, and personalizing the online classroom space.”
I concur with above statements. Based on my experience, we make a difference when we are fully engaged/involved teachers in the classroom (inspiring learning, ending posts with meaningful questions that students can relate to, connect, and respond to them).
Literature review: The content is conveyed through well-developed paragraphs. The apt theories are addressed succinctly and clearly linked to the focus of the study.
The appendix is a well done visual/Table that illustrates: “Approaches and Techniques: Instructor Application,” The results in Appendix A: Table 1 should be synthesized as part of the abstract and also referred to in the content, where relevant, to demonstrate online instructor best practices. Results have the potential to benefit online teachers, students, and the field of higher education.
Thank you for your excellent thoughts on proximity in the online classroom. As I read your presentation, two suggestions stuck out as ways to enhance student experience and encourage student engagement in the discussions - the use of audio and video feedback in the forum. I have used mini-lectures and links to youtube videos, with good results. Including a question or comment posed by the instructor as either an audio link or a video link would increased the instructors proximity to the student, thus further engaging the student in the material and reinforce the instructor's presence and concern for the learning experience. The use of audio and / or video may also allow the instructor to refocus a discussion that has strayed in some way. (I did not read the other comments to your presentation, so I apologize if it looks like I copied the thoughts of another.)
Thank you for including the charts further explaining your thoughts.
I just wanted to take a moment and thank you for reading our paper and providing us with some comments on what we discussed. I was thrilled to see that you found our review beneficial Joan, and several of the methods you mentioned, Ron, have been tools that we have used. Students appreciate being able to consume information in a variety of ways, as it enhances the experience they receive. If either of you are using other tools, we would love to hear about them.
I downloaded the paper and made some comments on it... I think the idea and focus is great but would have liked to see use of more current resources especially in areas where you are making recommendations for today's online education. I loved the table in the appendix and think it would be interesting to try and streamline the main concepts and table all of it and add examples / links to strategies/examples to implement
I would suggest an editor proof read for grammatical and punctuation errors and a deeper review of APA rules for headings etc prior to submission to an publication for review.
I attached the file with my comments here.. I hope the many comments are not found as offensive as I think it is good work and on the right track,, but viewed it as an evaluator which is what I beleive you were looking for. Lisa Arends MSN, RN, CNE
Thank you for the kind words, and for being so thoughtful by providing embedded feedback. Proximity within the classroom from an online perspective is truly an intriguing and important topic. Through proximity, online instructors can create a learning community within their classroom, discover and implement strategies to help increase student learning, as well as help establish a social presence within their classroom. Your recommendation to link theoretical concepts to strategies/examples instructors can implement, is a great idea. I think it is important to provide real world examples as well as best practices that others can use to help increase proximity within the online classroom. Thank you for sharing! Elizabeth
18 Comments
Online learning in many cases is self learning. I have taught on line and ground courses for 8 years at different institutions. The on line environment that works best with my students and where I get the most positive feedback is when I am heavily involved with the students in the participation forum. Best practices at GCU indicate the instructor should respond to at least 10% of the students posts. I find that going beyond that level to between 15 and 20% keeps the students engaged. CAT's also help but responses to most CAT's are minimal. In a class of 25 one might get 5 responses to the majority of CAT's. Using YOUTUBE to introduce oneself to the student is also a big plus but it is hard to gauge student responses to the video. I was an online student several times. The thing that kept me most involved was if the class instructions were velar and if I had a question getting quick response in less than 24 hours. Interaction is important but my experience is on line student's only want that when they need help with assignments. If they feel comfortable skating along at their pace and feel the grading is reasonable there will be very little interaction required or needed by the student.
Hello Frank,
We appreciate the comment. We have been teaching online for about the same amount of time and for six of those years as Full-time online faculty. I agree, students appreciate an instructor who is thoughtfully involved in the discussion forum. Formative assessment (CATs) are a best practice and I do get a large percentage of students responding to those. I try to promote the CATs as best as possible and connect them to the objective of the week. If students know that engaging with the instructor through the CAT will help them be successful on the assignment (summative assessment) they tend to be more likely to participate. Responding to student questions is important and helps to build a relationship. However, addressing student questions before they even have them is the goal. We can do that by posting clear directions as you stated. We can also accomplish this goal by using web 2.0 tools like Remind or Flipgrid. Remind allows us to have synchronous communication with students through 2 way messaging answering questions in a matter of seconds using the one tool most students have at their disposal at all times, smart phones. The goal, for us as instructors and one of the reasons we wrote this manuscript is to help instructors close that proximal gap and seek to build community with their students, even the students who just want to "skate" through. The purpose of this research was to encourage faculty to consider their intentions and seek to engage students, build relationships, and personalize the course for all students.
Comments on paper: This paper touches on a number of topics that are relevant to anyone who teaches online courses. It is clearly written and well organized, and the reference list contains a wide range of useful resources (and if I may say so, kudos for your attention to APA guidelines here!). Finally, Appendix A is quite helpful. For those who do not have time to read the paper in its entirety, I would suggest checking this out.
I’d like to comment on a few areas that I find particularly relevant: student engagement, feedback, and online group work:
Student engagement: as noted in the paper, it is important to begin engaging students “early and often.” I have found the first week of discussion crucial and make sure I respond to each student at least once during the first week of discussion. This is not always easy in large classes, but I believe it makes a difference. I learned to do this early on (I’ve been teaching online for 10 years). I look in on my classes every day to check for questions in the QFI forum, and I make sure I post at least one comment in the discussion forum to let students know I am “present.”
Feedback: Yes, providing qualitative feedback is important, and students who actually pay attention to feedback truly appreciate it! One of the frustrations I have is that many students seem to notice little more than the grade. I frequently teach composition courses that require the submission of rough drafts, which provide a wonderful teaching opportunity. It is disheartening to see that my suggestions for revision often have little impact. If anyone has suggestions to share, please do!
Online group work: When I first began teaching online, I dreaded classes with the CLC (Collaborative Learning Community) component. I saw the asynchronous environment as an obstacle, and the varying levels of student engagement often led to one or two students doing the bulk of the work while others made last-minute contributions or did nothing at all. I have come to reach a comfortable balance in offering guidance to CLC groups, stepping in when needed without micromanaging. Not all CLC experiences go smoothly, but when students truly collaborate, the results are quite satisfying to the group members and to me, the person who has to assess their final projects. I would welcome any suggestions on how to enhance the CLC experience.
Thanks for presenting this paper and opening up areas of discussion that can benefit all of us. I look forward to hearing and learning from other colleagues as well!
I found this paper extremely relevant, worthwhile, and educational. The Discussion boards are where my students have told me that they learn the most. I provide them with CATs and also the opportunity to use a strategy that I call "Show Me". It is almost like a virtual show and tell for teachers in the online environment. I have them share a lesson, strategy, worksheet, video, etc. that they have used in their classroom that was successful, that relates to the DQ. I know that students are engaged because at least 90% of them will respond and comment on each others' posts. I am also able to share some insights and ideas from my past teaching experiences in middle school and elementary school. The teachers love this discussion thread because they are able to "steal" ideas from fellow teachers. As noted in the paper, it is suggested that instructors identify and tie in student interests in to the discussions for meaningful and personalized engagement. One thing that I have found that is successful is using the information provide by students on the Class Wall. When I am responding to a student, I will say, "Susie, while teaching 8th grade Science and having many ELL students, please explain...." Students appreciate that you took the time to make the question personal for them and not just a generic comment. I really appreciate Appendix A. Thank you for this wonderful paper!
This paper is very pertinent regarding promoting effective online teaching and learning. The concepts of proximity and personalization are particularly important when engaged in the online environment. Good work in presenting suggestions to promote a sense of community as well as accountability. Appendix A is very helpful.
There are a few suggestions to strengthen this manuscript:
Overall this is a very well-presented paper with very important concepts. Thanks for developing and sharing it!
Thank you Maria, Nicole, and Karen,
I wanted to share some thoughts on your feedback.
Maria,
Thank you so much for the positive feedback and your thoughts on some of the areas we touched on. I wanted to comment on your discussion of group work. I also find that students are challenged when attempting CLC's. Now, I teach UNV 104, which is the second course an undergrad student takes and is the first time we introduce them to CLC's. Needless to say, it is not only challenging for the student, but for me as well. I am just starting to use Flipgrid for my CLC groups. Flipgrid is an asynchronous video discussion platform. I can create a topic for each team and they can share short videos back and forth to discuss the group assignment they are working on. It is really changing the game. If you are interested in learning more about Flipgrid, contact me at [email protected]. I am Flipgrid certified. Thanks, again! Tom
Nicole,
I love the "show me" idea! I think I am going to steal this if you don't mind. I mentioned Flipgrid to Maria. Flipgrid may be a great platform for you to have your students share the "show me" responses. I am so glad to hear that appendix A was helpful. It was my favorite part of the manuscript to create, so I am glad it is being used! Tom
Karen,
Great feedback Karen, this is so helpful to us. We will go back and take a look at the areas such as quoting and verb usage. You mentioned Appendix B, I assume you mean Figure 2, the ZPD illustration. Within the final manuscript that figure should be right under the Future Research discussion, in which we discuss Vygotsky's Zone of Proximal Development. Thank you! Tom
We are blessed that you all decided to review our manuscript. Thank you for sharing your experiences and pointing us to areas of opportunity.
Tom, Jacob, and Elizabeth
Tom,
I use Remind. What is Flipgrid?
Thanks,
Nicole
Hi Nicole,
Sorry, for the late response. I am glad you asked! Flipgrid is an alternative to traditional threaded written discussion. Many learning management systems require a certain frequency of participation and this can be used as an option for students to bring the discussion to life. Within a traditional classroom, time constraints limit the amount of students who can share whole group, but Flipgrid gives everyone equal voice. Students can all share within one class grid and reply to the thoughts of others. Flipgrid can be used in all learning environments and tailored to the specific content of each classroom through topic selection. Presentations, projects, group work, or brainstorming for an assignment can all be documented within Flipgrid. Feedback can be given by instructors and peers through video replies, rubrics, and private feedback within each grid.
Here is a great description of Flipgrid from their website. https://info.flipgrid.com/
Think of it as the best parts of Instagram and Snapchat, but your control! Students can flip the camera and pause while recording with unlimited retakes. Students can draw or use custom stickers to design a fun, creative selfie for the Grid. Finally, students can add a title and linked file to videos to verbalize their thinking on projects. Your Grid transforms into a shared, community portfolio!
Tom,
Thank you for sharing this information with me! I am going to check it out and see how I can utilize it in my classes.
Nicole
Thank you for sharing this paper with us. This is a very relevant topic. I have had several learners show continual interest in engagement in on-line learning for their own research. Your paper provides a wide base of current practices in the on-line setting, which I believe readers will find very useful.
I have a few thoughts that might be worth considering-
Have you considered specify the level of on-line instruction? While many of of us are obviously working in higher ed, are there differences in graduate and undergraduate courses? Additionally, what about those that work with high school on-line courses? This distinction might be helpful to some researchers.
Additionally, as you put together your conclusion and directions for future research, you mentioned the presence of the instructor at the beginning of group interaction might influence student perceptions. In the paper you also mentioned feedback practices... this could be another area of future research, the use of engagement through feedback.
I enjoyed reading the paper, and wish you best of luck in future publication.
Hi Jeff,
Thank you so much for taking the time to read our paper, and even more for taking the time to offer some feedback. All of us, Tom, Elizabeth and myself, currently teach undergraduate courses exclusively; however, as we continue to explore the idea of proximity it would certainly be interesting - and worth while - to see how these practices might differ in graduate courses. Perhaps we could seek out one of your colleagues who teaches our graduate courses. We are looking to pursue this topic further and begin to collect some qualitative data to better understand student perceptions of the practices that we discussed.
Once again, thank you for your feedback.
Jacob
Hey guy...
I enjoyed the paper and agree with the elements contained therein. As we all know from doing this form of teaching for several years that online or any form of education is not a "one size fits all" scenario. Each course can, and many times does, present an entirely different set of issues dues to student demographics and schedules outside of the classroom.
Making ourselves available in this modality allows the student to understand that we share this educational journey with them as an equal partner in that process and not merely there to judge and grade their performance.
Marti~
Thank you for reading our paper, Marti. As always, good to hear from you. You made an excellent point about education - there is no effective "one size does not fit all" - and one that is particularly relevant when it comes to online education. Due to the nature of online education, and the way that it is delivered, it can easily fall into that "one size fits all" trap. Through intentionally addressing the proximal gaps that exist between students and teachers through the integration of various Web 2.0 tools (i.e. remind, FlipGrid, etc.) we can make sure that does not happen.
This focus of the manuscript, synthesis of literature, has high relevance based on its contribution to the field of online teaching: “…In its simplest form proximity can be described in two ways, classroom arrangement and teacher mobility. In the virtual modality, instructors have little control over classroom arrangement. However, instructors may have influence on the perception of mobility which may impact the manner in which students perceive the proximal space within the classroom through various strategies to engage students, creating viable relationships with students, and personalizing the online classroom space.”
I concur with above statements. Based on my experience, we make a difference when we are fully engaged/involved teachers in the classroom (inspiring learning, ending posts with meaningful questions that students can relate to, connect, and respond to them).
Literature review: The content is conveyed through well-developed paragraphs. The apt theories are addressed succinctly and clearly linked to the focus of the study.
The appendix is a well done visual/Table that illustrates: “Approaches and Techniques: Instructor Application,” The results in Appendix A: Table 1 should be synthesized as part of the abstract and also referred to in the content, where relevant, to demonstrate online instructor best practices. Results have the potential to benefit online teachers, students, and the field of higher education.
Best wishes.
Thank you for your excellent thoughts on proximity in the online classroom. As I read your presentation, two suggestions stuck out as ways to enhance student experience and encourage student engagement in the discussions - the use of audio and video feedback in the forum. I have used mini-lectures and links to youtube videos, with good results. Including a question or comment posed by the instructor as either an audio link or a video link would increased the instructors proximity to the student, thus further engaging the student in the material and reinforce the instructor's presence and concern for the learning experience. The use of audio and / or video may also allow the instructor to refocus a discussion that has strayed in some way. (I did not read the other comments to your presentation, so I apologize if it looks like I copied the thoughts of another.)
Thank you for including the charts further explaining your thoughts.
Blessings,
Ron Steadman
Hello Joan and Ron,
I just wanted to take a moment and thank you for reading our paper and providing us with some comments on what we discussed. I was thrilled to see that you found our review beneficial Joan, and several of the methods you mentioned, Ron, have been tools that we have used. Students appreciate being able to consume information in a variety of ways, as it enhances the experience they receive. If either of you are using other tools, we would love to hear about them.
Warm Regards,
Jacob
I downloaded the paper and made some comments on it... I think the idea and focus is great but would have liked to see use of more current resources especially in areas where you are making recommendations for today's online education. I loved the table in the appendix and think it would be interesting to try and streamline the main concepts and table all of it and add examples / links to strategies/examples to implement
I would suggest an editor proof read for grammatical and punctuation errors and a deeper review of APA rules for headings etc prior to submission to an publication for review.
I attached the file with my comments here.. I hope the many comments are not found as offensive as I think it is good work and on the right track,, but viewed it as an evaluator which is what I beleive you were looking for. Lisa Arends MSN, RN, CNE
Attachments
Hi Lisa,
Thank you for the kind words, and for being so thoughtful by providing embedded feedback. Proximity within the classroom from an online perspective is truly an intriguing and important topic. Through proximity, online instructors can create a learning community within their classroom, discover and implement strategies to help increase student learning, as well as help establish a social presence within their classroom. Your recommendation to link theoretical concepts to strategies/examples instructors can implement, is a great idea. I think it is important to provide real world examples as well as best practices that others can use to help increase proximity within the online classroom.
Thank you for sharing!
Elizabeth