Student Awareness and Use of Rubrics in Online Classes

The design, development and deployment of online instruction has become standard practice. The focus of the study was on student perceptions of course rubrics and not on the rubrics, themselves, or the instructors. In order to improve student engagement online we conducted an exploratory study of the awareness and perceptions of course rubrics. Fifty graduate students completed an online survey at the end of the semester about their awareness and perceptions of course rubrics. All students reported that they were aware that course rubrics existed. They indicated that they had learned about this information through the course syllabus, professor announcements via email and posts to LMS. Most students reported reviewing rubrics prior to submitting an assignment. One of the key findings from this study was that students see rubrics as a mechanism for scaffolding their performance, and thus, instructors need to focus more effort on designing rubrics to accomplish more than student assessment

Teaching & Learning The Spanish Aspect Using Blogs and Wikis: An Exploratory Study

This study investigated the influence of asynchronous computer text based technologies on the students’ performance when learning the preterite and the imperfect aspects in Spanish. Two research questions guided the study: Research Question 1) Is there a difference in students’ achievement levels in Spanish preterite and imperfect between those using wiki technologies and those using blog technologies after controlling for pre-intervention achievement levels? and Research Question 2) Are there differences in satisfaction levels for students learning Spanish preterite and imperfect via blog technologies as compared to those learning via wiki technologies? Results indicate that there were not significant differences between students who use blog or wiki technologies on performance levels when controlling for pre-existing knowledge. Results also indicated that there were not significant differences in satisfaction levels between those students using a wiki and those using a blog. These results suggest that wikis and blogs are good potential tools that may facilitate the teaching and learning of problematic grammar structures in a narrative context

Teaching Courses Online: A Review of the Research

This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners’ outcomes, learners’ characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive and exploratory, that most online students are nontraditional and Anglo American, and that few universities have written policies, guidelines, or technical support for faculty members or students. Asynchronous communication seemed to facilitate in-depth communication (but not more than in traditional classes), students liked to move at their own pace, learning outcomes appeared to be the same as in traditional courses, and students with prior training in computers were more satisfied with online courses. Continued research is needed to inform learner outcomes, learner characteristics, course environment, and institutional factors related to delivery system variables in order to test learning theories and teaching models inherent in course design

The androgen receptor gene CAG repeat in relation to 4-year changes in androgen-sensitive endpoints in community-dwelling older European men

Context: The Androgen Receptor (AR) gene exon 1 CAG repeat length has been proposed to be a determinant of between-individual variations in androgen action in target tissues, which might regulate phenotypic differences of human ageing. However, findings on its phenotypic effects are inconclusive.Objective: To assess whether the AR CAG repeat length is associated with longitudinal changes in endpoints which are influenced by testosterone (T) levels in middle-aged and elderly European men.Design: Multinational European observational prospective cohort studyParticipants: 1887 men (mean±sd age: 63±11 years; median follow-up: 4.3 years) from centres of 8 European countries comprised the analysis sample after exclusion of those with diagnosed diseases of the hypothalamic-pituitary-testicular (HPT) axis.Main outcome measures: Longitudinal associations between the AR CAG repeat and changes in androgen-sensitive endpoints (ASEs) and medical conditions were assessed using regression analysis adjusting for age and centre. The AR CAG repeat length was treated both as a continuous and categorical (6-20; 21-23; 24-39 repeats) predictor. Additional analysis investigated whether results were independent of baseline T or oestradiol (E2) levels.Results: The AR CAG repeat, when used as a continuous or categorical predictor, was not associated with longitudinal changes in ASEs or medical conditions after adjustments. These results were independent of T and E2 levels.Conclusion: Within a 4-year timeframe, variations in the AR CAG repeat do not contribute to the rate of phenotypic ageing, over and above, that, which might be associated with the age-related decline in T levels

Development of and recovery from secondary hypogonadism in aging men: prospective results from the EMAS

Context: Secondary hypogonadism is common in aging men; its natural history and predisposing factors are unclear. Objectives: The objectives were 1) to identify factors that predispose eugonadal men (T >= 10.5 nmol/L) to develop biochemical secondary hypogonadism (T = 30 kg/m(2); odds ratio [OR] = 2.86 [95% confidenceinterval, 1.67; 4.90]; P = 102 cm, respectively). Incident secondary hypogonadal men experienced new/worsening sexual symptoms (low libido, erectile dysfunction, and infrequent spontaneous erections). Recovery from secondary hypogonadism was predicted by nonobesity(OR = 2.28 [1.21; 4.31]; P = .011), weight loss (OR = 2.24 [1.04; 4.85]; P = .042), normal waist circumference (OR = 1.93 [1.01; 3.70]; P = .048), younger age (<60 y; OR = 2.32 [1.12; 4.82]; P = .024), and higher education (OR = 2.11 [1.05; 4.26]; P = .037), but symptoms did not show significant concurrent improvement. Conclusion: Obesity-related metabolic and lifestyle factors predispose older men to the development of secondary hypogonadism, which is frequently reversible with weight loss

Teaching the teachers: Effective forms of written feedback to help improve technical writing

Engineers write. However, in most programs there is little emphasis on writing and communication skills. As a result many engineers complete their undergraduate degrees with no formal writing instruction beyond freshman composition. The problem is twofold. First, the majority of higher education faculty members are not trained to provide written commentary, but are expected to provide it. Secondly, in many classrooms writing is viewed as a form of assessment, a snapshot of learning. There is no opportunity or mechanism for revision. Consequently, students view feedback as a type of grade and not as an opportunity to improve their writing. Finally the actual process of providing written commentary on student writing can be very time consuming. This paper reports a study that investigated the effect of a reflective written commentary on the number of drafts students submitted. RedPencil was created to streamline the process of feedback through the use of Internet-based technologies. INDEX TERM

Providing feedback on student writing using annotation technology

Writing allows authors to shure ideas. stories. thoughts and desires unencumbered by time and space. The process of writing is dynamic. From inspinnion to dissemination the process is a give and to.kc between author and audience. Writing is a learned skill and requires practice. Consequently, writers want readers to read their writing. They want feedback. But teaching and practicing writing are often shortchanged throughout public schooling and during the college years due to writing\u27s time consuming nature---time consuming for students as they create a written piece and Time--consuming for instructors as they respond to and evaluate written pieces. This project had two objectives. First. we explored the use of an internet-based text production annotation system when developing a written assignment in an undergraduate college course. Secondly. we explored the nature of the written feedback provided by the instructor within an internet-based text production annotation system