Feedback, VLES, Rubrics, and Netiquette
Providing feedback to students in Virtual
Learning Environments (VLEs) is key and a
challenge for any instructor involved in this teaching scenario. Feedback is a
key element in education since based on it learners can continue building up on
their newly-acquired knowledge especially by means of online literacy. Its
absence simply means that the teacher is not really backing student learning up
but is leaving them on their own, as if they were stranded. Feedback is also a
great challenge for the instructor as well, and finding the best way to provide
it means that the instructor can bridge any gap in terms of student content
comprehension and their cognitive interaction with the subject-matter being
studied.
A way to bridge that teaching and
learning gap is by means of rubrics and what
they imply for both educational actors: the instructor and the students. But a
rubric is a challenge for both when it comes to getting feedback. In an online
virtual environment, how can the instructor deliver his suggestions and
constructive criticism towards his/her student without affecting student
affective filter? Experts have proposed different ways to approach this issue,
yet one of the most striking constructive ways of doing so is by using the
principles behind netiquette.
A way to provide effective feedback to
learners is by keeping in mind the basics in netiquette. Netiquette, or “the rules of etiquette that apply
when communicating over computer networks, especially the Internet” (Dictionary.com), is essential in any kind
of VLE interaction among students and
teacher, teacher – student, and student – student. But in the case of
teacher-student communication is key to provide feedback by means of rubrics
and the like. Northern Arizona University (2014), on its Webpage posted what
they have called the Netiquette Resources for VLE interaction, and the
dos and don’ts of this sort of etiquette are quite well clarified for users
of VLE platforms. By means of this, lots of misunderstandings can be avoided
and a more effective and direct communication can be ensured.
The Netiquette Resources provided by
the Northern Arizona University (2014), and which must be considered when
providing feedback or interacting with students, can perfectly be stated from
the instructor’s standpoint as the following:
Netiquette
for Instructors
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1. Avoid
offending learners
2. Avoid
sarcasm and subtleties
3. Make
the extra effort to be courteous
4. Make
it personal by signing your name after each posting
5. Be
positive when reading and responding to learners
6. Be
aware of students’ diverse culture(s) and sub-cultures
7. Use
emoticons when needed to express your feelings towards their efforts
8. Write
for readability, that is, so everyone can understand your formative
assessment
9. Don’t
provide feedback in too little words or lengthy comments; just try to be
brief and direct
10. Be
aware of spelling; check what you are typing before submission
11. Keep
in mind that whatever is written is recorded
12. Provide
additional resources when necessary to help students continue to learn
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Retrieved from and modified for
educational purposes from Netiquette
Resources, Northern Arizona University, http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/netiquette.php
Adapted
by Prof. Jonathan Acuña
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With the help of these simple ideas,
instructors can mitigate misunderstandings and wrong conceptions coming from
unsatisfied pupils complaining to teachers or to other faculty members. With
this dozen of netiquette rules, instructors and learners can set a great way of
communication when dealing with formative or even summative assessment and
feedback.
“Netiquette.”
Dictionary.Com. (2014) Retrieved on
May 5, 2014 from http://dictionary.reference.com/browse/netiquette?s=t
Northern
Arizona University. (2014). Netiquette Resource. Retrieved on May 5, 2014 from
the Northern Arizona University Webpage at http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/netiquette.php
? To
fully comprehend the scope of this teaching reflections, it is highly advisable
that the following topics must be expanded further:
·
Effective ways of providing feedback
·
Feedback in online education
·
Use of rubrics for positive criticism
·
Summative assessment as feedback
Professor Jonathan Acuña-Solano
ELT Trainer, Instructor &
Curriculum Developer based in Costa Rica
Contact Information:
Email: jonacuso@gmail.com
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Pronunciation
Development
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Reading Skills
Development
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Curated Topics Online
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Article
published on Tuesday, May 6, 2014
How to quote this
blog entry:
Acuña, J. (2014, May 6). Feedback,
VLEs, Rubrics, and Netiquette. Retrieved from Reflective Online Teaching Website:
http://reflective-online-teaching.blogspot.com/2014/05/feedback-vles-rubrics-and-netiquette.html
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