Identify three attributes from the student evaluation criteria related to classroom communications that can help you meet or exceed the expectations of the online students scoring your course evaluation.

Identify three attributes from the student evaluation criteria related to classroom communications that can help you meet or exceed the expectations of the online students scoring your course evaluation.

Identify three attributes from the student evaluation criteria related to classroom communications that can help you meet or exceed the expectations of the online students scoring your course evaluation. 150 150 Nyagu

WK5 Assignment 1

Consider your current communication skills and imagine how you would feel as an online instructor about to receive end-of-course student evaluations.

Imagine that you are writing performance goals as an online instructor. You need to communicate to your supervisor in a 750-word paper how you plan to meet or exceed expectations in the evaluation criteria related to classroom communications. Address the following:
• Identify three attributes from the student evaluation criteria related to classroom communications that can help you meet or exceed the expectations of the online students scoring your course evaluation. Explain why you selected each.
• Identify three additional attributes from the student evaluation criteria that an instructor who is a strong communicator would possess. Explain why each attribute relates directly to successful student learning outcomes, and describe how you will incorporate these skills into your online teaching so you score well on future student evaluations.
• Write three areas of the Walden course evaluation for online instructors that you think could be improved upon. Explain how this improvement would make the feedback more robust and actionable.

MUST USE A MINIMUM OF 5 OF THE BELOW RESOURCES

Required Readings

Pan, G., Sen, S., Starrett, D. A., Bonk, C. J., Rodgers, M. L., Tikoo, M., & Powell, D. V. (2012). Instructor-made videos as a learner scaffolding tool. Journal of Online Learning and Teaching, 8(4), 298–311.

Paquette, P. (2016). Instructing the instructors: Training instructors to use social presence cues in online courses. Journal of Educators Online, 13(1), 80–108

Plante, K., & Asselin, M. E. (2014). Best practices for creating social presence and caring behaviors online. Nursing Education Perspectives, 35(4), 219–223.

Rocca, A. (2015). HBO toolkit: Collaboration in the online classroom. Retrieved from http://hbotoolkit.laureate.net/2015/09/03/collaboration-in-the-online-classroom/

Rodriguez, B. C. P., & Armellini, A. (2015). Expanding the interaction equivalency theorem. International Review of Research in Open & Distance Learning, 16(3), 298–317.

Walden University Writing Center. (2010b). Writing feedback: Advice from faculty to faculty. Retrieved from http://academicguides.waldenu.edu/ld.php?content_id=4703293

Zlatović, M., Balaban, I., & Kermek, D. (2015). Using online assessments to stimulate learning strategies and achievement of learning goals. Computers & Education, 91(15), 32–45.

Dweck, C. (2014). The power of believing that you can improve [Multimedia file]. Retrieved from https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

Dweck, C. (2015). Carol Dweck revisits the “growth mindset.” Retrieved from http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html

Hogue, R. [Ron Hogue]. (2012, September 22). Top five-ish screencasting tips [Video file]. Retrieved from https://www.youtube.com/watch?v=dbCrTgad-cg

Note: The approximate length of this media piece is 2 minutes.

Shellenbarger, T., & Gazza, E. A. (2020). The lived experience of nursing faculty developing as scholarly writers. Journal of Professional Nursing, 36(6), 520-525.

Wayne State University (2016). S.M.A.R.T. objectives. Retrieved from http://hr.wayne.edu/leads/phase1/smart-objectives.php