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Figure 4. Teachable moment outside the peripheral of criteria
review of a student assignment that is other than
English composition writing. Picking out the mis-
takes easily upset some students. For example, one
student wrote, “It overwhelmed me sometimes and
shut me down.” Students' displeased feelings like
this are, sometimes, reflected through course
evaluation as well. However, without having the
student correct those mistakes, but awarding a grade
or score that only matches the content, such a
practice may be harmful, at least, to my students,
who are going to become teachers after graduation.
Indeed, noting mechanical mistakes is an added
workload on both sides, which requires extra time.
And yet, this endeavor represents an instructor's
care for student learning, one of the immediacy
cues recognized by many researchers. For that,
such a practice is not absolutely disliked by all the
students. Some students stated, “It allowed me to
be responsible for my own learning. I can learn
from (and correct) my mistakes.” “I continue need-
ing help in spelling and grammar.” I believe this
issue still needs to be further discussed.
11. At the beginning of a semester, an instruc-
tor explains and/or introduces how students can
revise and send back their revised work to an
instructor and then post them on the Internet for
students to use. Figures 3, 5, 6, 7, and 8 show a
few examples.
Figure 5. The instructor's asking questions with the use of new comment feature and the student's an-
swers with the use of track changes
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