Designing a Graduate Discussion Board Rubric to Faciliate Higher-Order Learning
Track
Research Project / Online Learning
Abstract
The purpose of this proposed quality improvement study is to evaluate a discussion board rubric designed through a constructivist lens to facilitate higher-order learning in the discussion board component of graduate nursing courses. Problem: Students often focus on meeting technical requirements for the discussion board activities, such number or length of discussion board post in lieu of higher level thinking and engagement with course content. Student feedback indicates that faculty are not consistent in discussion board grading. Method: After IRB approval content validity of the uniform graduate discussion board rubric will be evaluated by five graduate nursing faculty producing a content validity index. The rubric will be modified based on this evaluation. After necessary modifications six discussion board post, one from each core course in the graduate program will be evaluated by five separate faculty using the uniform grading rubric. The results will be evaluated for intrarater reliability. Conclusion: If the intrarater reliability is satisfactory the rubric will be piloted as a uniform discussion board rubric throughout the nursing program. Additional quality improvement studies will be conducted to determine if the rubric facilitates higher order learning and improved reliability of discussion board grading.
Session Format
Poster Session
Location
Room 113
Recommended Citation
Hart, Leigh, "Designing a Graduate Discussion Board Rubric to Faciliate Higher-Order Learning" (2016). SoTL Commons Conference. 53.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/53
Designing a Graduate Discussion Board Rubric to Faciliate Higher-Order Learning
Room 113
The purpose of this proposed quality improvement study is to evaluate a discussion board rubric designed through a constructivist lens to facilitate higher-order learning in the discussion board component of graduate nursing courses. Problem: Students often focus on meeting technical requirements for the discussion board activities, such number or length of discussion board post in lieu of higher level thinking and engagement with course content. Student feedback indicates that faculty are not consistent in discussion board grading. Method: After IRB approval content validity of the uniform graduate discussion board rubric will be evaluated by five graduate nursing faculty producing a content validity index. The rubric will be modified based on this evaluation. After necessary modifications six discussion board post, one from each core course in the graduate program will be evaluated by five separate faculty using the uniform grading rubric. The results will be evaluated for intrarater reliability. Conclusion: If the intrarater reliability is satisfactory the rubric will be piloted as a uniform discussion board rubric throughout the nursing program. Additional quality improvement studies will be conducted to determine if the rubric facilitates higher order learning and improved reliability of discussion board grading.
