Abstract
This project was inspired by Schmidt, Becker, Wissmiller, Nyland, and Surdick (ISSoTL 2011), who investigated how improved communication of expectations impacted student motivation, metacognition, and learning environment. Secondary education minors (content area majors) who must take a language arts methods course often struggle to understand just why it is required for them. Rieman hopes to determine whether, with an opportunity to state opinions and questions in an anonymous, safe online environment in which she can address questions and concerns, students will develop a better understanding, and thus, acceptance, of the course requirement. Another question is whether such student acceptance will then lead to a greater openness to developing language arts methods that can be integrated into their content area instruction. During the 2013 Commons, Rieman will still be gathering data. Session participants will view preliminary data, provide feedback, and discuss how such dialogue can be incorporated into other disciplines.
Location
Room 1220
Recommended Citation
Rieman, Patricia, "How Does Eliciting Student Feedback Impact the Quality of Instruction and Student Learning Outcomes for Non-majors in Required Courses?" (2013). SoTL Commons Conference. 83.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/83
How Does Eliciting Student Feedback Impact the Quality of Instruction and Student Learning Outcomes for Non-majors in Required Courses?
Room 1220
This project was inspired by Schmidt, Becker, Wissmiller, Nyland, and Surdick (ISSoTL 2011), who investigated how improved communication of expectations impacted student motivation, metacognition, and learning environment. Secondary education minors (content area majors) who must take a language arts methods course often struggle to understand just why it is required for them. Rieman hopes to determine whether, with an opportunity to state opinions and questions in an anonymous, safe online environment in which she can address questions and concerns, students will develop a better understanding, and thus, acceptance, of the course requirement. Another question is whether such student acceptance will then lead to a greater openness to developing language arts methods that can be integrated into their content area instruction. During the 2013 Commons, Rieman will still be gathering data. Session participants will view preliminary data, provide feedback, and discuss how such dialogue can be incorporated into other disciplines.
