• 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.
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