Select three strategies for facilitating peer collaboration in the online classroom 1.

Select three strategies for facilitating peer collaboration in the online classroom 1.

Select three strategies for facilitating peer collaboration in the online classroom 1. 150 150 Nyagu

Order Description
• Part 1: Select three strategies for facilitating peer collaboration in the online classroom 1.

1. peer or student tutoring
2. group-based discussions or group projects
3. and student-led classes or online discussions.

Write a paragraph about each, explaining why you selected it and how you plan to use it in your future professional practice. MUST USE A MINIMUM OF 3 of the resources.

• Part 2: Add three (or more) annotated bibliographic citations of helpful resources you encountered during this module.

Below are the three Citations for the ANNOTATIONS for PART 2

Annotation 1. Ackerman-Barger, K., Bakerjian, D., & Latimore, D. (2015). How health professions educators can mitigate underrepresented students’ experiences of marginalization: Stereotype threat, internalized bias, and microaggressions. Journal of Best Practices in Health Professions Diversity: Education, Research & Policy, 8(2), 1060–1070.

Annotation 2. Hoekman, A. & Carroll, D.W. (2015). Microagressions among online graduate students. Adult Education Research Conference. https://newprairiepress.org/aerc/2015/roundtables/8

Annotation 3. Kelly, R. (2014, May 30). Five things online students want from faculty. Retrieved from http://www.facultyfocus.com/articles/online-education/online-students-want-from-faculty/

MUST USE A MINIMUM OF 3 of the Required resources below.

Liu, X., Liu, S., Lee, S. H., & Magjuka, R. J. (2010). Cultural differences in online learning: International students perceptions. Educational Technology & Society, 13(3), 177-188.

Liu, X., Liu, S., Lee, S.-h., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. Educational Technology & Society, 13(3), 177–188. Retrieved from http://www.ifets.info/journals/13_3/16.pdf

Ortega, A., Andruczyk, M., & Marquart, M. (2018). Addressing microaggressions and acts of oppression within online classrooms by utilizing principles of transformative learning and liberatory education. Journal of Ethnic & Cultural Diversity in Social Work: Innovation in Theory, Research & Practice, 27(1), 28–40. https://doi-org.ezp.waldenulibrary.org/10.1080/15313204.2017.1417945

Ragan, L. C. (n.d.). 10 principles of effective online teaching: #6 Think before you write. In C. Hill (Ed.), 10 principles of effective online teaching (pp. 15–17). Retrieved March 10, 2017, from https://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Ten%20Principles%20of%20Effective%20Online%20Teaching.pdf

School of Forest Resources & Conservation. (n.d.). Tips for effective online communication. Retrieved March 10, 2017, from http://sfrc.ufl.edu/courses/distance/Tips_for_Effective_Online_Communication.pdf

Torres, F. (2018, January 5). Managing microagressions for more inclusive online learning. Retrieved from http://onlinenetworkofeducators.org/2018/01/05/managing-microagressions-inclusive-online-learning/

Yang J., Kinshuk, Yu, H., Chen, S.-J., & Huang, R. (2014). Strategies for smooth and effective cross-cultural online collaborative learning. Journal of Educational Technology & Society, 17(3), 208–221.