Building Community
At NLU, faculty take great pride in creating an safe, inclusive, and equitable learning community for students and each other. When NLU faculty ensure that students' identities are represented, recognized, and valued; students feel heard and are able learn from each other's lived experiences - in addition to more formal academic content. We recognize that engaging diverse perspectives through social, collaborative interactions creates memorable learning opportunities for students and models organizational citizenship behaviors.
Below, you'll find two High Impact Teaching Strategies (HITS): Feedback and Collaborative Learning. These HITS will help faculty develop their capacity to be a Community Builder, as referenced in the Teaching Excellence Framework.
Feedback as a Tool to Build Community
Feedback informs a student and/or teacher about the student’s performance relative to learning goals. Feedback redirects or refocuses teacher and student actions so the student can align effort and activity with a clear outcome that leads to achieving a learning goal. Teachers and peers can provide formal or informal feedback. It can be oral, written, formative or summative. Whatever its form, it comprises specific advice a student can use to improve performance.
Feedback can take many forms, from an instructor's written responses to an assignment to peer feedback in a class discussion. It is important that faculty understand the multitude of feedback sources that students receive - consciously and unconsciously. Only then can faculty leverage learning opportunities from social, collaborative, and peer interactions when designing and facilitating learning experiences via the use of feedback. Leveraging these interactions to facilitate learning is a critical component of Building Community, as it relates to the Teaching Excellence Framework.
When we provide feedback to students, we have to be mindful that the student is a novice in the discipline but our feedback will help them deepen their understanding, knowledge, and skill development in the discipline, which is an important aspect of the Subject Matter Guide domain of the Teaching Excellence Framework. We must also keep in mind that just because students are novices in the field, they bring rich histories and experiences to the classroom. We should look for ways to connect students' experiences to the ongoing work in the field. These connections can come via feedback during class discussions, 1-on-1 sessions, and on submitted assessments.
This High Impact Teaching Strategy (HITS) can be explored deeper in Module 6 of the Center for Teaching and Learning Excellence HITS course in D2L.
Key Elements
- Feedback needs to be precise, timely, specific, accurate, and actionable
- Questioning and assessment is feedback on teaching practice
- Use student voice to enable student feedback about teaching
Feedback expectations at NLU: Feedback should be given within 7 days to helps students reflect on their work when it’s fresh in their mind.
Example 1: Think of feedback as “feedforward” – it’s okay to highlight mistakes and errors in reasoning, but this needs to be accompanied with what the student can do going forward to meet assignment objectives. Example: Do their responses need to be more well-reasoned or supported by evidence? If so, what might that look like? This type of feedback will help on future assignments, even if it is a different type/structure of assignment.
Example 2: Keep in mind that a student who cannot do classwork later in the week for personal reasons, may have limited opportunities to respond to discussion board posts if they post early in the week. Monitoring the discussion boards early in the week and posing follow-up questions will help the student stay engaged/be engaged on their timeline.
Example 3: Students volunteering information during class or on discussion boards demonstrates their willingness to be vulnerable. This needs to be rewarded and supported. Was the student’s response incorrect? Try to find kernels of logic or truth in their response and make connections to course concepts. Example: “Ah, I see where you’re going with that, and if we were talking about Freudian Psychology, defense mechanisms might be an explanation here. However…”
Providing timely feedback to students is paramount in the learning process. The research presented here encourages instructors to think about the way that feedback is provided. Consider using peer feedback to encourage critical analysis and evaluation from multiple perspectives. This approach can facilitate a supportive learning environment for peers. Also, formative feedback is an opportunity to build a relationship with each student. Empathy and a strengths-based approach can demonstrate your commitment to their development, not only as students, but also as a person.
C. Jacoby, J., Heugh, S., Bax, C., & Branford-White, C. (2014). Enhancing learning through formative assessment. Innovations in Education & Teaching International, 51(1), 72–83. https://doi-org.nl.idm.oclc.org/10.1080/14703297.2013.771970 Link to Article in NLU Library
Caprioara, D., & Frunza, V. (2021). A Perspective of Students on Feedback in Online Education. ELearning & Software for Education, 1, 111–117. https://doi-org.nl.idm.oclc.org/10.12753/2066-026X-21-015 Link to Article in NLU Library
Howard, N. R. (2021). “How Did I Do?”: Giving learners effective and affective feedback. Educational Technology Research & Development, 69(1), 123–126. https://doi-org.nl.idm.oclc.org/10.1007/s11423-020-09874-2 Link to Article in NLU Library
Irwin, B. (2019). Enhancing Peer Feedback Practices through Screencasts in Blended Academic Writing Courses. JALT CALL Journal, 15(1), 43–59. Link to Article in NLU Library
Jurs, P., & Špehte, E. (2021). The Role of Feedback in the Distance Learning Process. Journal of Teacher Education for Sustainability, 23(2), 91–105. https://doi-org.nl.idm.oclc.org/10.2478/jtes-2021-0019 Link to Article in NLU Library
Mastmeyer, A. (2020). Quantitative and Qualitative Evaluation of Transforming to Flipped-Classroom from Instruction Teaching Using Micro Feedback Loops. In Online Submission. Online Submission. Link to Article in NLU Library (Once on the library site, use the "Full Text from ERIC" button to access article.)
Richards, L. (2020). Head in the Clouds -- Innovating Classroom Practice Using Online File Sharing for Collaboration and Feedback. Research-Publishing.Net. Link to Article in NLU Library (Once on the library site, use the "Full Text from ERIC" button to access article.)
Wang, H., Tlili, A., Lehman, J. D., Lu, H., & Huang, R. (2021). Investigating Feedback Implemented by Instructors to Support Online Competency-Based Learning (CBL): A Multiple Case Study. International Journal of Educational Technology in Higher Education, 18. Wang (2021) Feedback in Competency Based Learning accessed on 5/19/22 from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00241-6
Zher, N. H., Hussein, R. M. R., & Saat, R. M. (2016). Enhancing Feedback via Peer Learning in Large Classrooms. Malaysian Online Journal of Educational Technology, 4(1), 1–16. Link to Article in NLU Library (Once on the library site, use the "Full Text from ERIC" button to access article.)
Collaborative Learning
Collaborative learning occurs when students work in small groups and everyone participates in a learning task. There are many collaborative learning approaches. Each uses varying forms of organization and tasks. Collaborative learning is supported by designing meaningful tasks. It involves students actively participating in negotiating roles, responsibilities, and outcomes.
Students engaging in group work and community conversations helps faculty leverage the learning opportunities of social, collaborative, and peer interactions when facilitating learning experiences. Further, when students negotiate roles and responsibilities, they are helping to build an equitable and inclusive learning community. Finally, if students have some level of autonomy over the direction of group-based activities it allows students' identities to be represented, recognized, and valued. These approaches to Collaborative Learning are essential parts of Building Community, as mentioned in the Teaching Excellence Framework.
This High Impact Teaching Strategy (HITS) can be explored deeper in Module 6 of the Center for Teaching and Learning Excellence HITS course in D2L.
Key Elements
- Students work together to apply previously acquired knowledge
- Students cooperatively solve problems using previously acquired knowledge and skills
- Students work in groups that foster peer learning
- Groups of students compete against each other
Example 1: Consider offering students the options to work on milestone or signature assignments as a group. Extending the length of the assignment slightly could be a reasonable trade-off. Offer students a Google doc/slide, which will help facilitate collaboration.
Example 2: When using groups to complete activities, ask students to volunteer for group roles (note-taker, reporter, researcher, facilitator, etc.). This builds self-agency and puts students in more control of their learning experience.
Example 3: At the outset of the course, open a discussion about which topics students are most interested to learn. Then, provide a more robust experience around those topics. Examples: Ask students to co-lead a lecture on a topic they find interesting. Find ways to make those topics themes throughout the entire course. In these ways, students are helping to shape the learning experience.
We want to create an environment where students can learn from one another, in addition to the instructor and course materials. The following research explores Collaborative Learning and key considerations such as Shurui, et. al.'s (2021) discussion of individual contributions and using collaborative learning in remote modalities with fields that require hands-on learning.
BOLATLI, Z., & KORUCU, A. T. (2020). Determining the Academic Achievement of Students Who Use Flipped Classroom Method Supported by a Mobile Application and Their Views on Collaborative Learning. Bartin University Journal of Faculty of Education, 9(2), 229–251. https://doi-org.nl.idm.oclc.org/10.14686/buefad.631835 Link to PDF in NLU Library
Han, F., & Ellis, R. A. (2021). Patterns of student collaborative learning in blended course designs based on their learning orientations: a student approaches to learning perspective. International Journal of Educational Technology in Higher Education, 18(1), 1–16. Link to PDF in NLU Library
Hasanuddin, D., Emzir, & Akhadiah, S. (2019). Improving Students’ Scientific Writing Ability through Blended learning-Based Collaborative Learning. International Journal of Emerging Technologies in Learning, 14(20), 34–43. https://doi-org.nl.idm.oclc.org/10.3991/ijet.v14i20.11457 Link to PDF in NLU Library
Jones, J. J. P., Vance, V., Stratford, C., Gardiner, K., Woods, B., Woolley, M., & Bance, L. (2021). Collaborative professional learning for the common good. Australian Educational Leader, 43(3), 38–40. Link to PDF in NLU Library
Lid, R., Steindal, S. A., & Bingen, H. M. (2021). Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education. Seminar.Net: Media, Technology & Life-Long Learning, 17(1), 1–27. Link to Full Text in NLU Library
McKerlie, R. A., Malcolm, J., Varsou, O., Kennedy, C. E., Colgan, L., Harper, V. E., McAllan, W., Forgie, A., Rea, P., & Bell, A. (2021). A Rapid Transition to Blended Learning: The Journey of a Dental Degree Programme Pivoting Online. Journal of Perspectives in Applied Academic Practice, 9(2), 169–180. Link to PDF in NLU Library
Shurui Gao, Jiaqi Liu, Haolin Zheng, & Fati Wu. (2021). Evaluation of Individual Contribution in Blended Collaborative Learning. Journal of Educational Technology Development & Exchange, 14(2), 91–106. Link to PDF in NLU Library
