Reflect In E-Portfolio Download Print Open With DocReader

Reflect In Eportfolio Download Print Open With Docreader undergraduate Discussion Rubric Undergraduate Discussion Rubric Overview Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor. Directions For each discussion, you must create one initial post one initial post and follow up with at least two response posts two response posts. For your initial post initial post, do the following: Write a post of 1 to 2 paragraphs. In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern. In Modules Two through Eight, complete your initial post by Thursday at 11:59 p.m. of your local time zone. Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources. For your response posts response posts, do the following: Reply to at least two two classmates outside of your own initial post thread. In Module One, complete your two two response posts response posts by Sunday at 11:59 p.m. Eastern. In Modules Two through Eight, complete your two two response posts response posts by Sunday at 11:59 p.m. of your local time zone. Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt. Discussion Rubric Criteria Criteria Exemplary Exemplary Proficient Proficient Needs Needs Improvement Improvement Not Evident Not Evident Value Value Comprehension Comprehension Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) Develops an initial post with a point of view or idea using adequate organization and detail (85%) Develops an initial post with a point of view or idea but with some gaps in organization and detail (55%) Does not develop an initial post with an organized point of view or idea (0%) 40 Timeliness Timeliness N/A Submits initial post on time (100%) Submits initial post one day late (55%) Submits initial post two or more days late (0%) 10 Engagement Engagement Provides relevant and meaningful response posts with clarifying explanation and detail (100%) Provides relevant response posts with some explanation and detail (85%) Provides somewhat relevant response posts with some explanation and detail (55%) Provides response posts that are generic with little explanation or detail (0%) 30 Writing Writing (Mechanics) (Mechanics) Writes posts that are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) Writes posts that are easily understood using proper citation methods where applicable with few errors in citations (85%) Writes posts that are understandable using proper citation methods where applicable with a number of errors in citations (55%) Writes posts that others are not able to understand and does not use proper citation methods where applicable (0%) 20 Total: Total: 100% !Listen"#$ You have viewed this topic Last Visited Nov 2, :34 AM CJ-315-Q2991 Victimology 23EW2 Christopher Middleton Academic SupportCourse Menu Tools mySNHU Shapiro Library Help Table of Contents Assignment Information Undergraduate Discussion Rubric Activity Details javascript:void(0); javascript:void(0);

Reflect In Eportfolio Download Print Open With Docreader Undergraduate Discu

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

For each discussion, you must create one initial post and follow up with at least two response posts. Your initial post should be 1 to 2 paragraphs long. In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern. In Modules Two through Eight, complete your initial post by Thursday at 11:59 p.m. of your local time zone. Consider content from other parts of the course where appropriate and use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, reply to at least two classmates outside of your own initial post thread. In Module One, response posts are due by Sunday at 11:59 p.m. Eastern. From Modules Two through Eight, response posts are due by Sunday at 11:59 p.m. of your local time zone. Demonstrate more depth and thoughtfulness than simple agreement or disagreement. Guidance for responses is provided in the discussion prompt.

Discussion Rubric Criteria

Criteria

• Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%)
• Submits initial post on time (100%)
• Provides relevant and meaningful response posts with clarifying explanation and detail (100%)
• Writes posts that are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%)

Total score: 100%

Paper For Above instruction

Participation in online discussion forums is a vital component of academic success in the digital learning environment. Engaging actively facilitates deeper understanding of course material, fosters critical thinking, and encourages a collaborative learning community. Effective participation involves timely contributions, thoughtful responses, and the integration of credible sources to support ideas, all of which are essential in cultivating a meaningful academic dialogue.

Initial posts should be concise yet analytical, typically spanning one to two paragraphs. This length allows students to clearly state their perspectives while providing enough context to enrich the discussion. For example, a student might briefly summarize their understanding of a concept before sharing their insights or questions. Clarity and coherence are crucial to ensuring that the initial post sets a solid foundation for subsequent responses.

Response posts serve to deepen the conversation by challenging ideas, offering alternative viewpoints, or providing additional evidence. Responding to at least two peers outside one's initial post thread demonstrates active engagement. Thoughtful responses go beyond superficial agreements; they critically analyze the points raised, challenge assumptions respectfully, and incorporate supporting evidence or examples. Maintaining respectful tone and proper citation practices enrich the academic quality of these interactions.

Adherence to deadlines is critical in online discussions, as timely participation ensures that conversations remain dynamic and inclusive. Initial posts are typically due by Thursday, and response posts by Sunday, across all modules, aligning with course expectations. Late submissions may limit the opportunity for meaningful engagement and can impact overall participation grades.

Assessment of discussion contributions is often guided by rubrics that emphasize clarity, organization, depth of thought, timeliness, and proper mechanics. High-quality contributions display well-organized ideas, rich detail, and insightful analysis, demonstrating a comprehensive understanding of the subject matter. Poorly constructed posts may lack coherence, depth, or proper referencing, undermining the educational merit of the discussion.

In conclusion, active and thoughtful participation in online discussions enhances the learning experience by fostering critical dialogue, encouraging diverse perspectives, and developing communication skills necessary for academic and professional success. By engaging responsibly and ethically, students contribute to a vibrant educational community that benefits all participants.

References

• Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Theory and Practice of Online Learning. Athabasca University Press.
• Garrison, D. R., Anderson, T., & Archer, W. (2010). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
• Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 22-38). Routledge.
• Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educational Technology & Society, 11(2), 66-74.
• Salmon, G. (2011). E-tivities: The key to active online learning. Routledge.
• Kabi, S., & Mukhia, S. N. (2020). Enhancing Engagement in Online Discussions: Strategies and Best Practices. Journal of Educational Technology, 37(3), 45-58.
• Liu, S., & Peng, Z. (2014). Factors influencing students’ participation in asynchronous online discussions. Computers & Education, 75, 20-30.
• Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. Jossey-Bass.
• Wasson, B., Clandi, M. L., & Maack, C. (2008). Teacher presence and social presence in online learning. Journal of Educational Computing Research, 38(1), 45-70.
• Hrastinski, S., & Aghaee, N. (2012). Introducing student participation tools for engagement in online courses. Journal of Learning Analytics, 1(2), 55-70.