The most promising post is on offering feedback. I consider this as an outstanding piece because I had the opportunity to delve into what I consider important to me. I see student engagement as fundamental for student success in advanced education. Though the subject has occupy educational experts for centuries and is referred to as how engrossed or attentive students seem to be in their learning or how integrated they are with their classes there has not been a clear cut as to successful feedback has been offered in teaching. Feedback is a catalyst for student engagement which in itself is considered a defensible gauge of academic distinction and carries more weight in academic success. Historically, to engage oneself was widely accepted as an oath, promise, or guarantee of something. Engagement was consequently an ethical, principled, moral, even lawful responsibility. Over time engage has softened to translate more toward an interest in, attentiveness to, concentration on, or an awareness of something. Hence, students are engaged when they are listening carefully and paying attention in the classroom.
The three most important ideas that stood out during the course are Cognitive Presence, Social Presence and Teaching Presence. Garrison, Anderson, & Archer (2000) define cognitive presence as the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication. Similarly, they define social presence to be the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people’ and teaching presence as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.
To be able to engage my students will require the identification of the individual needs. I recognize that there are five yardsticks for predicting student satisfaction and academic success, which are their degree of course demands, the depth of student-faculty relationships, level of inspirational scholastic experiences, quality of a helpful atmosphere, and the intensity of a caring environment. Accordingly, it can be expected that the more students are integrated with a college, the higher the degree of student satisfaction and academic success.
- To make a long-lasting impact on student’s academic pursuit.
- To demonstrate meaning through sustained communication in the courses I teach
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