by Greta Underhill

Are you interested in qualitative research? Are you currently working on a qualitative project? Some researchers find it helpful to use a computer-assisted qualitative data analysis software (CAQDAS) program to help them organize their data through the analysis process. Although some programs can perform basic categorization for researchers, most software programs simply help researchers to stay organized while they conduct the deep analysis needed to produce scientific work. You may find a good CAQDAS program especially helpful when multiple researchers work with the same data set at different times and in different ways. Choosing the right CAQDAS for your project or team can take some time and research but is well worth the investment. You may need to consider multiple factors before determining a software program such as cost, operating system requirements, data security, and more.

For the Ecampus Research Unit, issues with our existing CAQDAS prompted our team to search for another program that would fit our specific needs: Here’s what we were looking for:

Needs	Reasoning
General qualitative analysis	We needed a program for general analysis for multiple types of projects; Other programs are designed for specific forms of analysis such as Leximancer for content analysis
Compatibility across computer operating systems (OS)	Our team used both Macs and PCs
Adherence to our institution’s IRB security requirements	Like many others, our institution and our team adhere to strict data security and privacy requirements, necessitating a close look at how a program would manage our data
Basic coding capabilities	Although many programs offer robust coding capabilities, our team needed basic options such as coding one passage multiple times and visually representing coding through highlights
Export of codes into tables or Excel books	This function is helpful for advanced analysis and reporting themes in multiple file formats for various audiences
A low learning-curve	We regularly bring in temporary team members on various projects for mentorship and research experience, making this a helpful function
A one-time purchase	A one-time purchase was the best fit for managing multiple and temporary team members on various projects

Testing a CAQDAS

I began systematically researching different CAQDAS options for the team. I searched “computer-assisted qualitative data analysis software” and “qualitative data analysis” in Google and Google Scholar. I also consulted various qualitative research textbooks and articles, as well as blogs, personal websites, and social media handles of qualitative researchers to identify software programs. Over the course of several months, I generated a list of programs to examine and test. Several programs were immediately removed from consideration as they are designed for different types of analysis: DiscoverText, Leximancer, MAXQDA, QDA Miner. These programs are powerful, but best suited for specific analysis, such as text mining. With the remaining programs, I signed up for software trials, attended several product demonstrations, participated in training sessions, borrowed training manuals from the library, studied how-to videos online, and contacted other scholars to gather information about the programs. Additionally, I tested whether programs would work across different operating systems. I kept recorded details about each of the programs tested, including how they handled data, the learning curve for each, their data security, whether they worked across operating system, how they would manage the export of codes, and whether they required a one-time or subscription-based payment. I started with three of the most popular programs, NVivo, Dedoose, and ATLAS.ti. The table below summarizes which of these programs fit our criteria.

	NVivo	Dedoose	ATLAS.ti
General Qualitative Analysis	✓	✓	✓
Cross-OS Collaboration		✓	✓
Data security			✓
Basic coding capabilities	✓	✓	✓
Export codes	✓		✓
Low learning curve	✓	✓
One-time purchase	✓		✓

A table demonstrating whether three programs (NVivo, Dedoose, and ATLAS.ti) meet the team’s requirements. Details of requirements will be discussed in the text of the blog below.

NVivo

I began by evaluating NVivo, a program I had used previously. NVivo is a powerful program that adeptly handled large projects and is relatively easy to learn. The individual license was available for one-time purchase and allowed the user to maintain their data on their own machine or institutional servers. However, it had no capabilities for cross-OS collaboration, even when clients purchased a cloud-based subscription. Our team members could download and begin using the program, but we would not be able to collaborate across operating systems.

Dedoose

I had no prior experience with Dedoose, so I signed up for a trial of the software. I was impressed with the product demonstration, which significantly helped in figuring out how to use the program. This program excelled at data visualization and allowed a research team to blind code the same files for interrater reliability if that suited the project. Additionally, I appreciated the options to view code density (how much of the text was coded) as well as what codes were present across transcripts. I was hopeful this cloud-based program would solve our cross-OS collaboration problem, but it did not pass the test for our institution’s IRB data security requirements because it housed our data on Dedoose servers.

ATLAS.ti

ATLAS.ti was also a new program for me, so I signed up for a trial of this software. It is a well-established program with powerful analysis functions such as helpful hierarchical coding capabilities and institutive links among codes, quotations, and comments. But the cross-OS collaboration, while possible via the web, proved to be cumbersome and this too did not meet the data security threshold for our institution’s IRB. Furthermore, the price point meant we would need to rethink our potential collaborations with other organizational members.

Data Security

Many programs are now cloud-based, which offer powerful analysis options, but unfortunately did not meet our IRB data security requirements. Ultimately, we had to cut Delve, MAXQDA, Taguette, Transana, and webQDA. All of these programs would have been low-learning curve options with basic coding functionality and cross-OS collaboration; however, for our team to collaborate, we would need to purchase a cloud-based subscription, which can quickly become prohibitively expensive, and house our data on company servers, which would not pass our institutional threshold for data security.

Note-taking programs

After testing multiple programs, I started looking beyond just qualitative software programs and into note-taking programs such as DevonThink, Obsidian, Roam Research, and Scrintal. I had hoped these might provide a work around by organizing data on collaborative teams in ways that would facilitate analysis. However, most of them did not have functionalities that could be used for coding or had high learning curves that precluded our team using them.

It seemed like I had exhausted all options and I still did not have a program to bring back to the Research Unit. I had no idea that a low-cost option was just a YouTube video away. Stay tuned for the follow-up post where we dive into the solution that worked best for our team.

Some form of group work is a common activity that I help design with faculty every term. Oftentimes, faculty ask how to consider the different levels of engagement from individual group members and how to assess group work, often in the form of a group grade. Improving group work in asynchronous courses and group contracts to promote accountability are some of many ways to guide students into collaborative work. However, collaborative work may require offering equitable opportunities to all students to succeed. Based on the work by Feldman (2019), I’d like to outline some suggestions for assessment design through an equity lens.

Before jumping into assessing group work, Feldman outlines three pillars of equitable grades:

“They are mathematically accurate, validly reflecting a student’s academic performance.
They are bias-resistant, preventing biased subjectivity from infecting our grades.
They motivate students to strive for academic success, persevere, accept struggles and setbacks, and to gain critical lifelong skills” (Feldman, p. 71).

With these three pillars in mind, let’s examine some potential issues with a group receiving one grade for their work.

Accuracy: a collective group grade does not necessarily reflect an individual’s contribution to the group work or assess an individual student’s learning in terms of outcomes. For example, if a group splits up sections of a project into individual responsibilities, a student who did their assigned section very well may not have had an opportunity to gain new knowledge or build on their learning for aspects where they were struggling. And a group grade does not accurately capture their individual work or learning.
Bias: Many times peer evaluations of group work come with some kind of group contract or accountability measure. However, there is a possibility for bias in how students evaluate their peers, especially if that evaluation is based on behaviors like turning things in on time and having strong social skills instead of learning. For example, maybe one of the group members had a job with a variable schedule from week to week, making it difficult to join regular group discussions and complete work at the same pace every week for the duration of the project. Other group members may perceive them as difficult to work with or inconsistent in their commitment and award them fewer points in a peer evaluation, especially if other group members did not have outside factors noticeably impacting their performance.
Motivation: Group contracts and using evaluation as a way to promote productivity is an external motivator and does not instill a sense of internal relevance for students participating in group work. Instead, students may feel resentful that their peers may evaluate them harshly for things outside of their control, which can quickly snowball into a student disengaging from group work entirely.

“The purpose of group work is not to create some product in which all members participate, but for each student to learn specific skills or content through the group’s work together.”
Feldman, p. 104

So how do we assess this learning? Individually. If we can reimagine group work as a journey toward an individual reaching a learning outcome, then instead of assessing a behavior (working well and timeliness in a group) or what a group produces, we can instead create an assessment that captures the individual impact of the group work instead. Feldman outlines some tips for encouraging group work without a group grade:

Have a clear purpose statement and overview for the group work that outlines the rationale and benefit of learning that content in a group context.
Have clear evaluation criteria that shows the alignment of the group work with a follow-up individual assessment.
If possible, include students in the process by having a brainstorm or pre-work discussion ahead of time about what makes groups productive, how to ensure students learn material when working in groups, and what kinds of collaborative expectations can be set for a particular cohort of students.
Be patient with students navigating a new assessment strategy for the first time and offer ample feedback throughout the process so students are set up for success on their assessments.
Ensure the follow-up individual assessment is in alignment with learning outcomes and is focused on the content or skills students are expected to gain through group work.

As an added bonus, assessing group work individually in this way is often simpler than elaborate group work rubrics with separate peer evaluations factored in, making it both easier for the instructor and easier for the student to understand how their grade is calculated. Additionally, it will be important to design this group work with intention—if an individual could learn the material on their own, then what is the purpose of the group interaction? Think about a group project you may have assigned or designed in the past. What was the intention for that journey as a group? And how might you reimagine it if there was an individual assessment after its completion? I hope these questions are great starting points for reflecting on group work assessments and redesigning with equity in mind!

References

Feldman, J. (2019). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Thousand Oaks, CA: Corwin.

An illustration of a person kneeling and question marks around

Have you ever been assigned a task but found yourself asking: “What’s the point of this task? Why do I need to do this?” Very likely, no one has informed you of the purpose of this task! Well, it likely was because that activity was missing to show a critical element: the purpose. Just like the purpose of a task can be easily left out, in the context of course design, a purpose statement for an assignment is often missing too.

Creating a purpose statement for assignments is an activity that I enjoy very much. I encourage instructors and course developers to be intentional about that statement which serves as a declaration of the underlying reasons, directions, and focus of what comes next in an assignment. But most importantly, the statement responds to the question I mentioned at the beginning of this blog…why…?

Just as a purpose statement should be powerful to guide, shape, and undergird a business (Yohn, 2022), a purpose statement for an assignment can guide students in making decisions about using strategies and resources, shape students’ motivation and engagement in the process of completing the assignment, and undergird their knowledge and skills. Let’s look closer at the power of a purpose statement.

What does “purpose” mean?

Merriam-Webster defines purpose as “something set up as an object or end to be”, while Cambridge Dictionary defines it as “why you do something or why something exists”. These definitions show us that the purpose is the reason and the intention behind an action.

Why a purpose is important in an assignment?

The purpose statement in an assignment serves important roles for students, instructors, and instructional designers (believe it or not!).

For students

The purpose will:

answer the question “why will I need to complete this assignment?”
give the reason to spend time and resources working out math problems, outlining a paper, answering quiz questions, posting their ideas in a discussion, and many other learning activities.
highlight its significance and value within the context of the course.
guide them in understanding the requirements and expectations of the assignment from the start.

For instructors

The purpose will:

guide the scope, depth, and significance of the assignment.
help to craft a clear and concise declaration of the assignment’s objective or central argument.
maintain the focus on and alignment with the outcome(s) throughout the assignment.
help identify the prior knowledge and skills students will be required to complete the assignment.
guide the selection of support resources.

For instructional designers

The purpose will:

guide building the structure of the assignment components.
help identify additional support resources when needed.
facilitate an understanding of the alignment of outcome(s).
help test the assignment from the student’s perspective and experience.

Is there a wrong purpose?

No, not really. But it may be lacking or it may be phrased as a task. Let’s see an example (adapted from a variety of real-life examples) below:

Project Assignment:

“The purpose of this assignment is to work in your group to create a PowerPoint presentation about the team project developed in the course. Include the following in the presentation:

Title
Context
Purpose of project
Target audience
Application of methods
Results
Recommendations
Sources (at least 10)
Images and pictures

The presentation should be a minimum of 6 slides and must include a short reflection on your experience conducting the project as a team.”

What is unclear in this purpose? Well, unless the objective of the assignment is to refine students’ presentation-building skills, it is unclear why students will be creating a presentation for a project that they have already developed. In this example, creating a presentation and providing specific details about its content and format looks more like instructions instead of a clear reason for this assignment to be.

A better description of the purpose could be:

“The purpose of this assignment is to help you convey complex information and concepts in visual and graphic formats. This will help you practice your skills in summarizing and synthesizing your research as well as in effective data visualization.”

The purpose statement particularly underscores transparency, value, and meaning. When students know why, they may be more compelled to engage in the what and how of the assignment. A specific purpose statement can promote appreciation for learning through the assignment (Christopher, 2018).

Examples of purpose statements

Below you will find a few examples of purpose statements from different subject areas.

Example 1: Application and Dialogue (Discussion assignment)

Courtesy of Prof. Courtney Campbell – PHL /REL 344

Example 2: An annotated bibliography (Written assignment)

Courtesy of Prof. Emily Elbom – WR 227Z

Example 3: Reflect and Share (Discussion assignment)

Courtesy of Profs. Nordica MacCarty and Shaozeng Zhang – ANTH / HEST 201

With the increased availability of language learning models (LLMs) and artificial intelligence (AI) tools (e.g., ChatGPT, Claude2), many instructors worry that students would resort to these tools to complete the assignments. While a clear and explicit purpose statement won’t deter the use of these highly sophisticated tools, transparency in the assignment description could be a good motivator to complete the assignments with no or little AI tools assistance.

Conclusion

“Knowing why you do what you do is crucial” in life says Christina Tiplea. The same applies to learning, when “why” is clear, the purpose of an activity or assignment can become a more meaningful and crucial activity that motivates and engages students. And students may feel less motiavted to use AI tools (Trust, 2023).

Note: This blog was written entirely by me without the aid of any artificial intelligence tool. It was peer-reviewed by a human colleague.

Resources:

Christopher, K. (02018). What are we doing and why? Transparent assignment design benefits students and faculty alike. The Flourishing Academic.

Sinek, S. (2011). Start with why. Penguin Publishing Group.

Trust, T. (2023). Addressing the Possibility of AI-Driven Cheating, Part 2. Faculty Focus.

Yohn, D.L. (2022). Making purpose statements matter. SHR Executive Network.

I have always struggled with test anxiety. As a student, from first-grade spelling tests through timed essay questions while earning my Masters of Science in Education, I started exams feeling nauseous and underprepared. (My MSEd GPA was 4.0). I blame my parents. Both were college professors and had high expectations for my academic performance. I am in my 50s, and I still shutter remembering bringing home a low B on a history test in eighth grade. My father looked disappointed and told me, “Debbie, I only expect you to do the best you can do. But I do not think this is the best you can do.”

I am very glad my parents instilled in me a high value of education and a strong work ethic. This guidance heavily influenced my own desire to work in Higher Ed. Reflecting on my own journey and the lingering test anxiety that continues to haunt me, it has become evident that equipping students with comprehensive information to prepare for and navigate quizzes or exams holds the potential to alleviate the anxiety I once struggled with.

Overlooking the instructions section for an exam, assignment, or quiz is common among instructors during online course development. This might seem inconsequential, but it can significantly impact students’ performance and overall learning experience. Crafting comprehensive quiz instructions can transform your course delivery, fostering a more supportive and successful student learning environment.

The Role of Quizzes in Your Course

Quizzes serve as diagnostic and evaluative tools. They assess students’ comprehension and application of course materials, helping identify knowledge gaps and areas for additional study. The feedback instructors receive through student quiz scores enables instructors to evaluate the effectiveness of the course learning materials and activities and understand how well students are mastering the skills necessary to achieve the course learning outcomes. This enables instructors to identify aspects of the course design needing improvement and modify and adjust their teaching strategies and course content accordingly. By writing thorough and clear quiz instructions, you support students’ academic growth and improve the overall quality of your course.

Explain the Reason

Explain how the quiz will help students master specific skills to motivate them to study. The skills and knowledge students are expected to develop should be clearly defined and communicated. Connect it to course learning outcomes and encourage students to track their progress against them (Align Assessments, Objectives, Instructional Strategies – Eberly Center – Carnegie Mellon University, n.d.).

Why did you assign the quiz? Would you like your students to receive frequent feedback, engage with learning materials, prepare for high-stakes exams, or improve their study habits?

Equipping Students for Successful Quiz Preparation

Preparing for a quiz can be daunting for students. To help them navigate this process, provide a structured guide for preparation. Leading up to the quiz, you may want to encourage your students to:

Review the lectures: Highlight the importance of understanding key concepts discussed.
Review the readings: Encourage students to reinforce their understanding by revisiting assigned readings and additional materials.
Engage in review activities: Suggest using review materials, practice questions, or study guides to cement knowledge.
Participate in discussions: Reflecting on class discussions can offer unique insights and deepen understanding.
Seek clarification: Remind students to contact their instructor or teaching assistant for any questions or clarifications. You add a Q&A discussion forum for students to post questions leading up to the quiz.

Crafting Clear and Detailed Quiz Instructions

When taking the quiz, clear instructions are vital to ensure students understand what is expected of them. Here’s a checklist of details to include in your quiz instructions:

Time Limit: Explicitly mention the duration of the quiz, the amount of time students have to complete the quiz once they have started it, or if it’s untimed. Suggest how they may want to pace the quiz to ensure they have time to complete all the questions.
Availability Window: You should specify an availability window for asynchronous online students. It refers to the time frame during which the quiz can be accessed and started. By giving an extended window, you allow students to take the quiz at a time that suits them. Once they begin, the quiz duration will apply.
Number of Attempts: Indicate whether students have multiple attempts or just a single opportunity to take the quiz.
Question Format: Provide information about the types of questions included and any specific formatting requirements.
Quiz Navigation: Have you enforced navigational restrictions on the quiz, such as preventing students from returning to a question or only showing questions one at a time? Share this information in the instructions and explain the reasoning.
Point Allocation: Break down how points are distributed, including details for varying point values and partial credit.
Resources: Specify whether students can use external resources, textbooks, or notes during the quiz.
Academic Integrity Reminders: Reinforce the importance of academic integrity, detailing expectations for honest conduct during the quiz.
Feedback and Grading: Clarify how and when students will receive feedback and their grades.
Showing Work: If relevant, provide clear guidelines on how students present their work (solving equations, pre-writing activities, etc.) or reasoning for particular question types.

End with a supportive “Good Luck!” to ease students’ nerves and inspire confidence.

Crafting comprehensive quiz instructions is a vital step in ensuring successful course delivery. Providing students with clear expectations, guidelines, and support enhances their quiz experience and contributes to a positive and productive learning environment (Detterman & Andrist, 1990). As course developers and designers, we are responsible for fostering these optimal conditions for student success. Plus, as my father would say, it is satisfying to know you have “done the best you can do.”

References

Align Assessments, Objectives, Instructional Strategies—Eberly Center—Carnegie Mellon University. (n.d.). Eberly Center: Carnegie Mellon University. Retrieved June 28, 2023, from https://www.cmu.edu/teaching/assessment/basics/alignment.html

Detterman, D. K., & Andrist, C. G. (1990). Effect of Instructions on Elementary Cognitive Tasks Sensitive to Individual Differences. The American Journal of Psychology, 103(3), 367–390. https://doi.org/10.2307/1423216

Footnote: My son called as I was wrapping up this post. I told him I was finishing up a blog post for Ecampus. “I kind of threw Grandpa under the bus,” I said. After I shared the history test example, he said, “you didn’t learn much.” He and his sister felt similar academic pressure; I may have even used the same line about the best you can do. In my defense, he is now. Ph.D. candidate in Medicinal Chemistry and his sister just completed a Masters in Marine Bio.

This month brings the new and improved QM Higher Education Rubric, Seventh Edition! To see the detailed changes, you can order the new rubric or take the Rubric Update Session, which is a self-paced workshop that will be required for all QM role holders. In the meantime, if you’d like a short summary of the revisions, continue reading below.

The main changes include:

The number of Specific Review Standards has increased from 42 to 44.
The points value scheme was also slightly revised, with the total now being 101.
A few terminology updates were implemented.
The descriptions and annotations for some of the general and specific standards were revised.
The instructions were expanded and clarified, with new additions for synchronous and continuous education courses.

Most of the standards (general or specific) have undergone changes consisting of revised wording, additional special instructions, and/or new examples to make the standards clearer and emphasize the design of inclusive and welcoming courses. In addition, some standards have received more substantial revisions – here are the ones that I found the most significant:

Standard 3: There is a new Specific Standard: SRS 3.6: “The assessments provide guidance to the learner about how to uphold academic integrity.” This standard is met if “the course assessments incorporate or reflect how the institution’s academic integrity policies and standards are relevant to those assessments.” SRS 3.6 is the main addition to the 7^th edition, and a very welcome one, especially considering the new complexities of academic integrity policies.

Standard 4: SRS 4.5 (“A variety of instructional materials is used in the course.”) has received an important annotation revision – this standard is met if at least one out of three of the following types of variety are present in the course: variety of type of media; different perspectives/representations of ideas; diverse, non-stereotypical representations of persons or demographic groups. I was really happy to see this clarification, since it’s always been a little difficult to evaluate what constitutes “variety”, and reviewers will certainly appreciate the recognition of diversity of people and ideas.

Standard 8: SRS 8.3 was divided into two separate Specific Standards: SRS 8.3 “Text in the course is accessible.” and SRS 8.4 “Images in the course are accessible.” At the same time 8.5 (former 8.4) was turned into “Video and audio content in the course is accessible.” This should allow for a more nuanced evaluation of the various accessibility elements, and it is nice to see the focus on captions for both video and audio materials. Moreover, these three standards (SRS 8.3, 8.4, and 8.5) now include publisher-created content – this is an important step forward in terms of advocating for all educational materials to be made accessible upfront.

In addition to the standards themselves, some changes were made to the Course Format Chart, the Course Worksheet, and the Glossary. Notably, a course/alignment map is now required with the Course Worksheet – a change that is sure to spark delight among QM reviewers. The definitions of activities and assessments were also revised to clarify the distinction between the two – another much-needed modification that should eliminate a common point of confusion.

Overall, the new edition brings about clearer instructions, more relevant examples, and a deeper inclusion of diversity, accessibility, and academic integrity. Reviewers and course designers should find it easier to evaluate or create high quality courses with this updated guidance.

track late assignments with a simple Canvas quiz

This fall and winter I worked with two instructors from very different disciplines to achieve a common goal – making their courses inclusive through a flexible assignment policy. Both courses gave students opportunities to recover without penalty from what would otherwise be a setback – a late, missed, or low-scoring assignment. Flexible assignment policies aren’t new, but instructors are now extending grace to students without the requirement to ask in advance, provide an excuse, or share official documentation, such as a doctor’s note. Our collective pandemic experience has revealed the inequity of having the instructor adjudicate the validity of the excuse, as well as the impracticality of producing documentation on demand. (Can you readily access a doctor when you’re too sick to work? If you could, wouldn’t that take up time and energy you’d rather use to complete the work itself?) Finally, as a third instructor commented to me, simply reading the traumatic narratives that students share voluntarily (let alone requiring these excuses) implicates her in a form of voyeurism. Discomfort aside, students’ entreaties take up time, requiring at least one exchange of emails, and that can fill up the inbox and prove hard to track over the course of the term.

As an elegant fix, the courses I’ve worked on explicitly state in their syllabi and assignments that no reason is required and that permission is granted automatically – eliminating the need for email back and forth and the inequitable requirement for justification. This policy fit the goals of both instructors – one who was interested in student retention in a difficult course, and the other who had implemented a labor-based grading approach to extend greater agency to 100-level, Gen Ed students.

But the instructors still needed a way to track the excused assignments. So what’s clever and new (to me) about these courses is how the instructors and I executed the policy in our LMS – a graded Canvas quiz (in a 0% weighted assignment group so as not to interfere with the final grade) that inquires only about the logistics:

What is the assignment? (Be as specific as possible.)
How are you using this particular opportunity for flexibility (of the three opportunities granted)? (The assignment is late/missing/requires revision.)
When will you turn it in? (This helps me grade it promptly.)

Because the quiz is set to accept just 3 attempts, the instructor doesn’t need to manually tally the number of permissions already granted. And once the student fills out the quiz, safe in the assumption that permission has been secured, they can get down to the business of completing their work, without shame or delay.

One instructor framed these opportunities as “tokens,” like the tokens you spend at Chuck E Cheese — they’re only good when you’re in the establishment, so while it’s great if you finish the term without needing to use them, there’s no particular reason to save them up! “Tokens are my acknowledgment that we all make mistakes, misread instructions, and that life things come up. We falter. Use a token!” (“What are tokens in this class?”, Dr. Jenna Goldsmith). The Canvas quiz was termed a “Token Tracker,” complete with a cartoonish golden coin icon. By week 6 of the term, just short of half the students had availed themselves of it.

I was excited to learn of these instructors’ policies and to help craft their execution in Canvas. If you’d like to try out this inclusive assignment policy, or have an idea for another policy that will be unfamiliar to students, consider how you can use the tools at hand to present the policy as easy and natural — as much a part of our standard operating procedures as the old, inequitable way of doing things. Students will be more likely to benefit that way.

With gratitude to Dr. Jackie Goldman, who first shared the idea of an automated “extension quiz,” and Dr. Jenna Goldman, who adapted the quiz for use in her course.

There is a lay phrase that goes somewhat like this: “it is more important how you say it than what you say”. This phrase relates to the fact that the tone we use to communicate with others matters. Tone might be easier to identify in oral discourse; however, tone might be more nuanced when the communication is in writing. Oral discourse can be characterized by intricate grammar (e.g., long and spread-out clauses), discourse markers (e.g., to indicate pauses or change of ideas), or the use of non-verbal gestures; whereas written discourse has more embedded and complex clauses (e.g., more tightly connected clauses). While there is not an absolute difference between spoken and written discourse (Biber, 1988), communicating in writing might need some more context and clarity. Because the proximity between the writer and the reader is non-immediate, clarifications about meaning do not occur at the moment. Therefore, when communicating in writing, one needs to be more explicit, convey clear information, and choose words that the reader will likely understand within the specific context where the information will be handled. This is even more necessary in asynchronous online teaching and learning environments where most of the content is provided via written text.

While reviewing some of the instructional materials for a few courses in the past year I have come across several pieces of content, including instructions in assignments and lectures, criteria in rubrics, and descriptions in the syllabus that signal an authoritative and punitive approach. The instructor does have authority in the course and can convey this throughout the course and in the communication with students. Why then is the tone and choice of words problematic? The fact that instructors have authority does not preclude them from using tone and words that are welcoming, student-focused, and that signal they care about students. Tone and choice of words are important to create more inclusive learning experiences. As written elsewhere, Oregon State University is committed to fostering a culture of inclusivity through more inclusive and affirmative language to denote respect for others and contribute to developing a sense of belonging.

How do we recognize that the tone and choice of words may not be adequate for students? First of all, we need to become more aware of how the college student population is likely changing and becoming more diverse. For example, undergraduate enrollment in higher education shows an increase between 2000-2016. Hispanic student enrollment increased by 134% from 2000 to 2016 and Black student enrollment increased by 73% from 2000-2010 (National Center for Educational Statistics, 2019). Second, since the COVID-19 pandemic accelerated growth in online learning or a combination of in-person and online learning, more students are showing a preference for these modalities (Kelly, 2021). Third, Oregon State University Ecampus offers educational opportunities to veterans and employees, extending access to education to a different group of potential students. With this educational landscape, our online students are likely to come from different backgrounds and it is safe to assume that the written communication sent to these students will be perceived and interpreted differently. Therefore, we should all strive to write learning materials that acknowledge, respect, and value the individual differences of students.

Considering that language can be a powerful tool that can “draw us closer together or drive us further apart” (Akbar, 2021, p. 3), the words we use in written (and oral) communication matter. If we truly want to create welcoming and psychologically safe spaces, we need to stop for a moment and revisit the written messages we craft. Let’s look next at some examples of tone and choice of words that could elicit negative interpretations from students.

Example 1: Instructions on an Assignment

Original:

“You have to complete this assignment by Friday at 5:00 pm with no exceptions. If I see an assignment is late, I will dock 10% of your grade. If you don’t complete the assignments on time or it is of poor quality, you will hear from me via email.”

What is the problem in example 1? The tone of the instruction might be perceived as threatening. Students may interpret it as if they will be scolded via email.

Improved:

In assignment instructions: “Complete this assignment by the due date (Friday 11:59 pm) and read the rubric carefully to see how the assignment will be graded.”

In the syllabus: “All assignments should be submitted on time by the due date indicated in each assignment page in Canvas. If you have a personal experience that prevents you from completing your assignment on time, please email me before the due date or as soon as possible.”

Note that while a “personal experience” could prevent a student from emailing them before the due date, the tone and choice of words indicate respect and empathy for the student.

Example 2: Instructions in Lecture Slides

Original:

“In this assignment, you will work in teams. The team leader needs to contact the pack and manage the herd to complete all stages of the project on time.”

What is the problem with example 2? The use of the words “pack” and “herd” might be interpreted as offensive. While it might sound informal or fun, this choice of words could be interpreted in its literal meaning leading students to wonder whether they are compared to a group of cattle or goats.

Improved:

“Team assignment:
- A team effort: Each member is responsible for completing the project stages.
- Managed by team leader: The team leader should contact the team members (in the Group discussion board) to discuss the tasks, roles, and deliverables to be submitted.”

Example 3: Instructions in Group Project

“As a team, you are responsible for catching bad errors such as bad spelling, grammar, and content that does not match singular and plural gender-specificity. For non-English students, you are !!!STRONGLY!!! advised to turn in well-written materials. English native speakers are not free from sin; you have not reached a good level of writing yet and need to ensure your materials are proofread and grammatically correct.”

What is the problem with example 3? Many. First of all, the use of capital letters and exclamation marks may be interpreted as if the instructor is shouting at students. Second, singling out students whose first language is not English and calling those students whose first language is English “native” could send a negative message, diminishing the cultural background of these students. Third, equating writing mistakes to an immoral action and transgression that comes from religious perspectives may be considered not only offensive but culturally inappropriate.

Improved:

“The success of the team is the result of collaboration, individual accountability, and collective responsibility for turning in the project report to meet the assignment expectations. I highly encourage each team to make an appointment in the Writing Center for assistance with the development and structure of ideas (ask for an email confirmation of the consultation and submit it with your report).

Your team should submit a report that has been proofread and revised for grammatical errors (e.g., spelling, subject-verb agreement, conventions of the citation style MLA).”

Taken together, tone and choice of words characterize communication of instructional content in more constructive and respectful ways. Using a friendly and welcoming tone and choice of words in instructional content and materials could be one step towards supporting students in how they see themselves, the value they have, and how they are respected in the class.

I would be interested in learning your comments about instances where tone and choice of words could be misinterpreted.

Note: This blog post was written entirely by me (a human) and peer-reviewed by one of my colleagues (who is also a human).

Announcements are among the most basic yet effective ways to communicate with students, whether in person or online. In our Ecampus asynchronous online courses, announcements are often the primary way instructors pass on important information to students and can be a formidable tool for fostering instructor presence. They can be used to welcome and orient students, summarize and reiterate key concepts, and remind students about upcoming assignments, projects, and exams. Some instructors send out weekly announcements that reflect on the prior week and provide general feedback on student performance, while others only use announcements for course related logistics such as schedule changes or instructor unavailability. No matter how you use announcements, the following suggestions can help ensure you are leveraging the power of the announcements feature in Canvas.

Best Practices

Keep announcements concise. Students have a limited amount of cognitive capacity and lengthy announcements may not be read in full.
- Consider your purpose before composing and resist the urge to rehash what you have written elsewhere.
- If you need to remind students of an assignment, consider linking to the instructions rather than rehashing them in the body of the announcement.
Send announcements on a regular schedule. If you plan to send weekly announcements, do so on the same day of the week and general time if possible.
- Sending out a recap of the prior week and preview of what to expect in the upcoming week is most valuable if sent at the beginning of the week. If you start your course week on Monday, send your announcements on Monday mornings.

Give announcements meaningful titles to reflect the content of the announcement. Labeling announcements as “week X update”, “Important date change for assignment X”, or another such descriptive title will help students find the correct announcement if they need to revisit it.

Canvas Tips

Delete old announcements from imported course content. Old announcements from previous courses or instructors copy over when a Canvas course is copied and are visible to students in the announcements tab unless deleted, including your own prior term announcements or those from a previous instructor. This could be very confusing for students as some instructors provide the class with quiz or test answers or information about exams in announcements that may be disadvantageous for current term students to read.

Schedule out your announcements in advance using ‘delay posting’ (see image below). If you do want to reuse announcements imported from a previous term, be sure to open each message, edit the content for the current term, and choose when you would like to post each one. New announcements can also be scheduled to post on whatever day and time you choose.

You can set up your homepage to show recent announcements at the top of the page, ensuring students see them when logging into the course (see below). Go to the main Settings menu item at the bottom left course menu. From there, scroll down and click the “more options” link at the bottom. You’ll then see further course options- click the box next to “Show recent announcements…” and then choose how many to display. Don’t forget to save your choices by clicking “Update Course Details”.

The idea that students learn best when they have the opportunity to apply what they are learning to real-world contexts is the basis of Experiential Learning Theory (ELT). Learning by doing is at its core, and as a high-impact practice, there is increasingly more emphasis on experiential learning in higher education. There is plenty of evidence that supports the benefits of this type of learning. It affords students an opportunity to connect knowledge to authentic situations and increases learner autonomy, motivation, and overall satisfaction (Kolb and Kolb, 2018). Many OSU Ecampus Courses feature such experiences. In fact, OSU’s Honors College requires all courses to include experiential learning components, and this is increasingly the case across disciplines at OSU.

What does experiential learning look like?

Kolb's Cycle of Experiential Learning — The Experiential Learning Cycle, image by Izhaki via Wikimedia Commons, CC BY-SA 3.0

Many of us may think of community engagement, project-based learning, or practicums when we consider what constitutes an experiential learning experience. While these are solid examples of ELT in practice, experiential learning can take many forms across learning environments. David Kolb describes experiential learning as a four-stage process in his cycle of learning (Kolb and Kolb, 2018). According to Kolb, learning is a process where knowledge is created through the transformation of experience. Students can engage with the cycle at any point in the experience as long as they engage with all four stages. The flexibility of hybrid and online learning presents rich possibilities for incorporating this process. The four stages of Kolb’s experiential learning process include:

Concrete learning: engage in a new experience or critically interpret a past experience.
Reflective observation: use experience and background knowledge to understand the relevance or meaning of the experience.
Abstract conceptualization: gain a new understanding of the experience by adjusting thinking based on reflection.
Active experimentation: engage experimentally by applying new insights to the situation in a practical way.

Kolb’s theory is not without limitations in that it does not provide clear answers about how collaboration between learners affects reflection, and it doesn’t account for learning that occurs without reflection (Psychology, 2022). While his model isn’t the final word on all of the ways learners make sense of the world, it does provide a good starting point for understanding and designing effective real-world learning opportunities.

What makes a good experiential learning experience?

Regardless of the activity, both the experience and the learning are fundamental in experiential learning scenarios, and the ongoing engagement of both the instructor and the student is critical. In experiential environments, students take ownership of their learning process by taking a more active role such as in posing questions, experimenting, and constructing meaning through their persistent participation in the experience. The role of the instructor, on the other hand, is to ensure that the experience is of high quality and in alignment with the stated learning outcomes while also supporting the learner to develop autonomy in using the principles of experiential learning as defined by The National Society of Experiential Education (NSEE).

Eight Principles of Good Practice for All Experiential Learning Activities

Intention: the activity is structured around a formal process and the purpose and rationale for why the activity was chosen is transparent and clear to students.
Preparedness and planning: students understand expectations for engaging in the learning experience and have the necessary background knowledge and preparation to participate in the planned learning with support throughout the process.
Authenticity: the learning experience is relevant and designed in response to an authentic context or situation in collaboration with those affected by it.
Reflection: the experience is transformative and allows for knowledge discovery through a process of making and testing decisions around expected or observed outcomes and through consideration of assumptions and implications related to prior and present learning.
Orientation and training: learner support and guidance include sufficient background preparation needed for successful achievement of learning outcomes.
Monitoring and continuous improvement: students receive continuous feedback and support to enhance the learning experience and ensure achievement of learning outcomes.
Assessment and evaluation: students receive helpful and timely feedback from the instructor and any external facilitators, and monitoring and adjustments to process are made as appropriate to ensure achievement of outcomes.
Acknowledgement: All students and external stakeholders or facilitators are recognized for their work, progress, and contribution to the experience.

Experiential Learning in OSU Ecampus Courses

The following examples illustrate a small selection of the many creative experiential learning opportunities OSU faculty developers have incorporated into their online and hybrid courses in collaboration with Ecampus instructional designers.

Build a community of writers online. Students read, critique, write, edit, revise, and share original pieces of creative writing. An activity modeled after the Iowa Writer’s Workshop and implemented in a creative writing course.
Discover and Promote well-being in an Online Community. Students in a philosophy class engage in activities in their local community and online to talk about topics around well-being. They then reflect on those experiences and dialogue before compiling a “happiness toolkit” and sharing it with peers.
Explore health and fitness assessment techniques used to measure cardiovascular health. Through a series of hands-on labs, students monitor volunteers’ exercise regimes and calculate cardiovascular fitness values to make recommendations based on the data collected.
Collaborate in a team to study and analyze management case studies. Students work through complex and ambiguous problems to solve a workplace challenge and find solutions before participating in an authentic human resources simulation.
Write and perform music. Students in a performance-based music course write and perform original pieces of music.
Examine poverty and its effect on students’ local communities. Students complete a public health scavenger hunt guided by specific questions, reflection, and peer collaboration. They then create a guide describing public health issues and potential solutions.
Investigate the necessary conditions for designing effective teams and work groups, including best practices and processes needed for maximum productivity, strategies to resolve common issues in teams, and methods to evaluate team performance. Students then apply their learning by leading a team in real life.
Analyze and conduct research on a local public health issue. Students partner with community organizations in their area to identify needs and apply principles of public health to authentic contexts.

The list is far from exhaustive. New courses featuring experiential learning are currently in development across disciplines. Faculty interested in learning more about how to get started learning by doing in hybrid and online courses can learn more by checking out the Ecampus experiential learning resources page.

Resources

Eight Principles of Good Practice for All Experiential Learning Activities. (n.d.). Retrieved January 19, 2023, from https://www.nsee.org/index.php?option=com_content

Inside Higher Ed, Roberts, J., & Welton, A. (2022, August 3). The foundational best practices in experiential learning. Inside Higher Ed.

Kolb, AY & Kolb, DA 2017, The experiential educator: Principles and practices of experiential learning, EBLS Press, Kaunakakai, HI.

Kolb, A., & Kolb, D. (2018). Eight important things to know about the experiential learning cycle.

Proposing Experiential Learning Opportunities (ELOS). (n.d.). Center for Integrative and Experiential Learning, Revised March 2019.

Psychology, P. (2022, December 6). Experiential Learning (Definition + Examples) | Practical Psychology. Practical Psychology.

As a new term begins, we are often thinking about the logistics of our courses, the Syllabus and course schedule, and ensuring everything is working properly. For our students, these early weeks set the tone for what they might expect from their courses and from their instructors. Your first announcement, the language and tone in the Syllabus, how you greet incoming students – these small actions all help to create a welcoming environment for your course. When students feel included in a positive course climate, they are more motivated and engaged in learning.

In the weeks ahead, some students will likely reach out to you with concerns or information about major events going on in their lives. Faculty are often the first to hear of health issues, death in the family, deployment, financial matters, and a variety of mental health concerns and needs. In prior surveys, Ecampus students have shared that the most important relationship in their college career is with their instructor(s), rated higher than their advisors or other student support professionals around campus. When life happens, you are often the first person a student thinks to reach out to for support and direction. Last year, Ecampus put forth the Online Teaching Principles, derived from research-based best practices. The principle “Reach Out and Refer” directly relates to what we can do when our students need some additional support.

Check in with students who may be struggling, and refer students to the appropriate technology, academic or student support services in response to their articulated or observed needs.
Oregon State University Ecampus, Online Teaching Principle: Reach Out And Refer

When students reach out, your care, concern for their well-being, and support is sometimes enough to help the student. That may look like an assignment extension, acknowledgement of their circumstances, setting up a time to speak, or a variety of other measures. At other times, there are situations when making a referral to the appropriate resource or department is the best course of action. In these instances, it is important to remain calm and formulate a plan.

OSU’s Counseling & Psychological Services (CAPS) department shares the following about making student referrals:

When to Make A Referral

There are situations when making a referral is the best option for both you and the student. For example:

You know that you can’t handle the request or the behavior. There are limits to the kinds of help a faculty or staff member can provide.
You believe that personality differences will interfere with your ability to help.
You know the student personally and believe that you could not be objective.
You feel overwhelmed, pressed for time, or stressed.
The student acknowledges a problem but is reluctant to discuss it with you.
After working with the student for some time, you realize that you don’t know how to proceed.
The student’s problems are better handled through services such as CAPS, Financial Aid, the Registrar’s Office, Affirmative Action, or Legal Advising.

How to Make a Referral

Some people accept a referral for professional help more easily than others do. Here are some tips for making a successful referral.

Let the student know that it is not necessary to know exactly what is wrong in order to seek assistance.
Assure the student that seeking help does not necessarily mean that their problems are unusual or extremely serious.
Be frank with students about your own limits of time, energy, training, objectivity, and willingness to help.
If appropriate, suggest that the student consider talking with family members, friends, clergy, community agencies, and campus offices.

CAPS provides consultations to faculty and staff who have urgent concerns about a student. If you have an immediate need, please call 541-737-2131. Phone counselors are available after hours. If you or a person of concern are experiencing an emergency, please call 911 off campus or 541-737-7000 on campus.

The Student Care Team has compiled a chart (pictured below) of Resources For Consultation and Referral for AY 22 that can be referenced via their Box folder.

Resources for instructors

There are a wide variety of concerns that a student may bring to you. It can be time-consuming to identify the available resources and get students to the right area. There are a few main webpages you can bookmark that outline the resources available to our Ecampus students.

Student Resources For Ecampus Students – This page on the Ecampus website maintains a comprehensive list of all resources available to Ecampus students. It includes academic resources, emergency food and housing, disability access services, mental health, technical support, and more. This is a great page to bookmark and/or print the PDF version that is linked at the bottom of the webpage.
Student Care Team – This Box folder contains resources for faculty including a referral and consultation chart and tips for working with distressed students.
In Crisis Support For Students (CAPS) – 24/7 support for students in crisis. Includes contact information for CAPS, Suicide & Crisis Lifeline, and more.
If You Are Concerned About A Student (CAPS) – Faculty/staff member consultation form. You can also call 541-737-2131 for a more immediate response.
Ecampus Student Services – If your student is not in crisis, but you are unsure where to start, directing them to our student services representatives is a great option. They assist students with navigating OSU resources and are the first point of contact for student inquiries. Phone: 800-667-1465 (select option 1) or Email: ecampus.ess@oregonstate.edu.
Ecampus Student Success Coaching – If you feel that your student(s) could benefit from individualized, strengths-based academic counseling, you can refer them to the success coaching team. This group works with all undergraduate Ecampus students.

Testing a CAQDAS

NVivo

Dedoose

ATLAS.ti

Data Security

Note-taking programs

References

What does “purpose” mean?

Why a purpose is important in an assignment?

For students

For instructors

For instructional designers

Is there a wrong purpose?

Examples of purpose statements

Example 1: Application and Dialogue (Discussion assignment)

Example 2: An annotated bibliography (Written assignment)

Example 3: Reflect and Share (Discussion assignment)

Conclusion

Resources:

The Role of Quizzes in Your Course

Explain the Reason

Equipping Students for Successful Quiz Preparation

Crafting Clear and Detailed Quiz Instructions

References

Best Practices

Canvas Tips

What does experiential learning look like?

What makes a good experiential learning experience?

Eight Principles of Good Practice for All Experiential Learning Activities

Experiential Learning in OSU Ecampus Courses

Resources

When to Make A Referral

How to Make a Referral

Resources for instructors

Contact Info