Return On Investment Rubric

Profits on return Rubric Essay

Introduction

The usage of online or blended lessons where learners and instructors interact on a one-on-one schedule while they’re far away from one another just by the usage of internet connectivity has turned into a common craze in the IT era of your day. Such classes are beneficial since they enable usage of information and the capability to study from anywhere around the world, irrespective of the race, location, geographic barriers, or whatever other drawbacks that may hinder one from being able to physically attend a class that they need for their own personal and skill development. Online classes however require a set of rules and principles of operation to ensure they run smoothly and that all students benefit from the sessions as well as ensuring that the instructor can convey their message and achieve desired results from the students satisfactorily. This may be very easily achieved through the development of a rubric that may be used to gauge if the online class is undertaken as planned.

This study seeks to apply a rubric for online instructors (RIO) to assess the performance and success of the online class that I participated in.

Rubric for Online Instructors (RIO)

The RIO is a rubric was used for assessing the online class. The locations in the course that rated the best based on the rubric included instructional shipping and design, online design and organization, innovative teaching with technologies, and assessment and assessment of learners’ learning. The course had an extremely easy time because of the availability and help of the instructor who was simply always ready to help out with areas of difficulties therefore, in the area of learner support and resources, the course had an average rating. However, the course had weaknesses in that the faculty did not utilize information and comments from the students adequately, and there hence seemed to be a replication of the problems that had been identified and reported by previous classes.

One experience that I had during the training is that I sometimes had a problem with my reading due to a previous eye condition. However, I had to pressure myself to read the content for the classroom irrespective of the difficulties. I wished that there was a way of one being able to get a voice-oriented option that one may listen to instead of reading. It would be important for online classes to consider the integration of voice into the classes to avoid the extended hours of straining using the pc for all those with sight issues in order not to sideline some individuals predicated on their health issues (Lee & McLoughlin, 2010).

For just about any online class to work and good for students there exists a need for instructors to be more involved and show a lot of interest in what the students are doing or going through. I most cases, an instructor will article a discussion online and then disappear only to appear for assessment or the actual exams. This is great disorientation for students. However, when a student is aware of the fact that the lecturer will be observing their participation and is ready to assist at any one time, then it becomes a very interesting affair for one to undertake the online classes.

My on the internet class experience was consistent with the class readings in many ways. For example, the conversation of connectivism theory indicated that an online class requires the use of technology for its undertaking, a factor that was integrated into our class. Also, such a class required a lot of support from the instructor and also guidelines on how the class will be conducted and on how to access information from the website in use. Also, the online design and business of my course were as expected, perfect. Considerable time had been taken up to make sure that students had easy and simple time whilst getting information from the course and there is an inbuilt internet search engine that helped seek out content easily (Stevens, 2004).

Creating an Evaluation Rubric

The learning goals that the rubric will concentrate on include learner assets and support, instructional delivery and design, innovative teaching with technologies in addition to evaluation and evaluation of student learning. This real way, the rubric which will be considered would be the rubric for online instructors which will measure the success and effectiveness of the web class about its critical thinking level. This type of the rubric is essential in making certain information was offered from the instructor to the learners within an effective manner so when intended or anticipated by the faculty, the instructor, and the learning students.

Several barriers which were encountered through the development phase included identifying the ratings for the rubric in addition to fitting the various characteristics of the course into a given classification on the rubric. A rubric is an extremely important device since, unlike a marking scheme, this implies the targets of the instructor and the faculty on the outcome of a student before the pupil undertakes the course. This way, a student can gauge his/her overall performance while undertaking the course to be able to determine their level of performance. This tool hence helps one become better in undertaking a course hence improving the results and outcomes from the students and the instructor (Kop & Hill, 2008).

The assessment rubric developed for the class was as follows:

References

Lee, M., & McLoughlin, C. (2010). Beyond distance and time constraints: Applying social networking tools and Web 2 2.0 approaches in distance schooling . Web.

Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? Web.

Stevens, D. (2004). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Comments, and Promote Student Learning . London: Stylus Publishing.

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