Paraphrasing, Structure, And Transitions Using Feedback Lesl
Paraphrasing, Structure, and Transitions using Feedback Leslie Williamson Walden University 02 July 2017
Paraphrasing, structure, and transitions using feedback are essential aspects of effective academic writing and communication. In the context of online education, the presence of multiple instructors enhances the learning experience by allowing for the division of responsibilities, which increases overall efficiency. For example, one instructor might focus on grading papers while another engages students in discussions and plans future activities (Wilson & Linder VanBerschot, 2014). Such division of roles promotes more effective teaching and better student support. Additionally, courses that encompass multiple disciplines benefit from having instructors with specialized expertise responsible for relevant sections, thereby enriching students' learning (Jones & Harris, 2012).
Effective communication plays a vital role in online classes, influencing perceptions and engagement. High frequency of interaction, responsiveness, and the use of nonverbal cues such as tone and signals are pivotal in fostering a sense of involvement (Wilson & Linder VanBerschot, 2014). These elements are particularly crucial during group conferencing, live sessions, or when providing recorded feedback. Both students and instructors report increased enthusiasm and motivation when communication is active and responsive (Jones & Harris, 2012). Recognizing individual student needs, despite extensive planning, remains important; instructors should tailor lessons and adjust class plans to accommodate discussions and assignments that require monitoring and timely feedback (Wilson & Linder VanBerschot, 2014).
The addition of multiple instructors in an online course not only distributes workload but also introduces diverse pedagogical approaches, which enhance the learning process. Assigning different tasks to instructors enables tailored modifications for individual student needs, improving the overall educational experience. Students gain exposure to various scholarly perspectives, which broadens their understanding of research and academic methodologies (Jones & Harris, 2012). The collaborative environment among instructors fosters innovation and supports adaptive teaching strategies that respond to evolving student demands. Consequently, multiple-instructor models are particularly effective in complex or interdisciplinary courses, where varied expertise can deepen students' understanding and engagement.
In conclusion, leveraging the presence of more than one instructor in online education enhances teaching efficiency, communication, and adaptability. Clear role division allows for focused responsibilities, which benefits both instructors and students. Maintaining high levels of interaction and tailoring lessons to individual needs promote a more engaging and personalized learning experience. The diversity of instructional approaches introduced by multiple educators enriches academic rigor, supports varied scholarly perspectives, and ultimately leads to more successful student outcomes. As online education continues to expand, these strategies underscore the importance of collaborative teaching models in fostering effective and inclusive learning environments.
References
- Jones, F., & Harris, S. (2012). Benefits and drawbacks of using multiple instructors to teach single courses. College Teaching, 60(4). https://doi.org/10.1080/87567555.2012.654832
- Wilson, B. G., & Linder VanBerschot, J. (2014). Co-teaching an online action research. Canadian Journal of Learning and Technology, 40(2). Retrieved from https://cjlt.ca/index.php/cjlt
- Additional scholarly sources relevant to online education, communication, and instructional design (to be added as per further research).