Catherine Helmuth, Department of Management
For Spring 2021, I collaborated with CIS to create an engaging, learner-centered environment – one that acknowledged the difficulty of learning during a pandemic, but also reminded students of their resiliency and strength. Because I was teaching an online, asynchronous section, I knew communication and connectivity were key, so I contacted CIS. My discussion with CIS about how I could best reach my learners resulted in a revision of my discussion board feedback in Blackboard. While I had always provided individualized feedback, I worked with CIS to make specific changes.
First, I revamped how I introduced the discussion board forums in the syllabus and in Blackboard, including a new ‘expectation’ section that outlines for students why, where, and when I provide feedback along with my expectations for feedback implementation. Second, I revised the structure of my feedback. Based on CIS’s advice, my feedback now includes a numbered list of two to four “suggestions” for the student’s next discussion board, making my feedback actionable and goal-oriented.
Finally, I implemented Socratic questions. CIS illustrated how Socratic Questioning allows me to probe student assumptions, question their underlying logic and evidence, plus clarify concepts. The positives from implementing CIS instructional changes were palpable. I observed substantive improvements in the quality of my students’ critical analysis skills and their discussion posts’ structure as my feedback reinforced actionable changes. My feedback helped guide my students towards an understanding of core topics, which highlighted their strengths and opportunities for advancement. My conclusion: individualized feedback is a wonderful conduit for learning!