A Collaborative Self-Study to Explore Assessment and Feedback in Online/Hybrid Courses
Keywords:
self-study, online/hybrid teaching, Community of Practice, feedbackAbstract
This collaborative self-study explored the teaching experiences of five faculty members who focused on elevating student experiences in their online/hybrid courses. The researchers were interested in assessment and feedback mechanisms to center students’ learning, de-emphasize grading, and engage in equitable practices. A basic qualitative approach uncovered themes throughout the semester of learning and grappling; stressors, uncertainty, and support/advice; and reflections on pedagogy and value of the approach. This work demonstrates the value of making small changes to pedagogical practices in online/hybrid courses and the value of a supportive cross-disciplinary reflective community of practice when making those changes.
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