Dr. Groulx - "At the beginning,
it is making sure everyone is comfortable and will get into the habit,
and will feel they benefit by participating. Later on, I have to work
at not interjecting too often and trying to encourage students to
communicate among themselves rather than directing their comments
to me. It's hard to resist jumping in there and TEACHING all the time."
Dr. Hanna - "Pranksters:
It is possible to 'masquerade' as another student and the has been
misused."
Dr. Hughes - "In part,
time commitments. I have been using the Discus board to trigger, enhance,
and make more substantive ongoing class discussion Š.all this substantively
extends my preparation time."
Dr. Williams - "Finding
good material. This takes a lot of time."
Dr. Hadaway - "Helping
students understand the requirement. Monitoring the requirement in
order to assess points for the final grade."
Dr. Hale - "Knowing when
to respond and when to keep quiet and let the other students respond."
Dr. Lackey - "Trying to
be efficient (time wise) yet effective in rounding out the learning
of the discussion. Similar to the task in an oncampus class, one has
to provide direction without stifling student creativity. The difference
is that you don't always get a second chance, whereas in an oncampus
class you can explain your meaning in response to additional students
comments or quizzical looks."
Dr. Page - "Deciding on
how best to foster interaction with me and between students. If I'm
successful, I shouldn't have any assignments where most of the class
does badly. Yet engineers are reticent and are used to working mostly
alone. The ones that interact seem to do well in the assignments."
Instruction
