Post 1
Alternative Feedback and Assessment
Interacting with the simulated students allowed me to experience what I may encounter as an online instructor. At times, it can be hard to construct a response to a student that is both respectful and truthful. Dealing with plagiarism was insightful because I was not sure how harsh I should be, and what the students were taught regarding consequences when breaking academic integrity. My initial response was to give the student a quick chance to redo his assignment. I also emphasized that I was allowing this because he had never plagiarized before, and I felt that he may need more information on the importance of academic integrity. As I reflect on this, I am questioning my choice to give a second chance, as an adult learner, the student should be aware of what plagiarism is. That is what I find challenging about being a new instructor; knowing if you are making the right choices for your students. One way you can be reassured is to find a mentor, such as a department chair or colleague.
One strategy that I gleaned from the learning resources in this module is emphasizing the importance of following the syllabus. The course syllabus needs to be clear and concise about instructions and expectations (ASU, n.d.). Taking the time to review the syllabus at the beginning of the course and reviewing academic integrity along with being open to students that have questions is imperative in creating a transparent relationship between the instructor and the student (ASU, n.d.).
Lastly, when seeking additional resources about feedback I gained insight into using feedback tools besides the paper evaluations that many nursing institutions provide. According to Hunukumbure et al. (2021), effective feedback should involve a two-way conversation between the instructor and the student. This interactive feedback is effective because, unlike paper evaluations, it can be specific, relevant, and transparent (Hunukumbure et al., 2021).

Arizona State University (n.d.). What is academic integrity? Retrieved on October 15th, 2021, from: https://provost.asu.edu/academic-integrity/resources/students

Hunukumbure, A. D., Horner, P. J., Fox, J. & Thakerar, V. (2021). An online discussion between students and teachers: a way forward for meaningful teacher feedback? BMC Medical Education, 21(1), 1–9. https://doi-org.ezp.waldenulibrary.org/10.1186/s12909-021-02730-8

POST 2
Because evaluating students and providing feedback are essential roles of online instructors, it is important to consider alternative assessment and feedback methods that can be used in the online classroom. For example, student perceptions of video feedback have indicated that videos contained more emotions, felt more conversational and interactive, and made it easier to feel a connection with instructors (Borup et al., 2014). Similarly, instructor perceptions of video feedback have indicated that videos make it easier to convey emotions, communicate naturally and openly, and build a sense of closeness (Borup et al., 2014). In comparison to text feedback, audio feedback methods, such as screencasting, can increase content retention, increase instructor caring, allow more feedback to be provided in less time, improve the ability to understand nuance, and result in less isolation and more motivation (Orlando, 2016). Although written feedback can be effective and is commonly used, video feedback is more personable. Peer feedback is another strategy that has been shown to promote engagement with course material and interaction between peers (McCarthy, 2017). According to Sullivan and Watson (2015), online instructors should design and deliver a range of activities, assignments, and assessments that promote student engagement, and one example of this is the use of peer review as an alternative assessment strategy to help improve motivation, reflection, self-efficacy, autonomy, engagement, and self-regulation. Regardless of which method is used, feedback should be specific, clear, and individualized according to each student’s needs (Laureate Education, 2016). Albrahim (2020) asserted that the ability to provide meaningful and prompt feedback is a competency for online instructors that is necessary for assessing and ensuring learners’ readiness, motivation, and engagement.
References
Albrahim, F. A. (2020). Online teaching skills and competencies. The Turkish Online Journal of Educational Technology, 19(1), 9-20.
Borup, J., West, R. E., Thomas, R. A., & Graham, C. R. (2014). Examining the impact of video feedback on instructor social presence in blended courses. International Review of Research in Open and Distributed Learning, 15(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1821/2909
Laureate Education (Producer). (2016). Voices from the Field: Effective Online Instructors [Video file]. Baltimore, MD: Author.
McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18, 127–141. https://doi.org/10.1177/1469787417707615
Orlando, J. (2016). A comparison of text, voice, and screencasting feedback to online students. American Journal of Distance Education, 30(3), 156-166. http://dx.doi.org/10.1080/08923647.2016.1187472
Sullivan, D., & Watson, S. (2015). Peer assessment within hybrid and online courses: Students’ view of its potential and performance. Journal of Educational Issues, 1(1), 1-18. http://dx.doi.org/10.5296/jei.v1i1.7255

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