Blackboard assignments can be used in a number of ways. Here, I describe use of Blackboard assignments where students are asked to provide a question that they have on the current topic after doing the readings and viewing the online lectures (but before the next class). Students are expected to indicate what led them to ask the question, i.e., what specifically they find confusing or difficult. Submitted student questions are reviewed, usually by me, and up to 3 points given. Full points are given for questions that are clear, with adequate context or description as to the nature of the difficulty. Questions that lack context/descriptions, and/or unclear questions will be given 2 or 1 points. The grader can answer student questions (or provide tips as to how to answer the question) in the system, or can simply grade the submissions. Common questions can be taken up in class or addressed online (e.g., via a short online lecture).
I have used this activity in classes of approximately 200 students, but it could be used with larger or smaller classes.
This activity is designed to help get students thinking deeply about the material, and their own understanding of the concepts (i.e., practise and improve metacognition) as they prepare for class.
The submitted questions help me identify areas of interest, confusion, and common misconceptions, which is useful in preparing for class (i.e., supports Just In Time Teaching, [JITT]).
This assessment may end up addressing various course learning outcomes, though primarily it appears to help students work through learning outcomes that involve integrative and/or higher-order cognitive skills.
Encouraging students to ask thoughtful questions also helps develop critical thinking skills, and metacognitive practises.
The student submissions often reveal interesting and/or unexpected misconceptions or areas of confusion which can be targeted quickly (responding to the submission in Blackboard, or taking up in class). This is a very learner-centred approach that allows me to address the needs of the current group of students.
Anecdotally, where I have used this type of assignment, I often see students asking better course-related questions in general (e.g., in email, during class or office hours).
A minor technical issue that can cause confusion relates to the fact that students can end up inputting text in different places in the Blackboard assignment. While most students do use the area designated for assignment submission, some may enter their responses into the “Comments” area.
Reading and responding to student submissions does take some time, particularly in larger classes.
Delegating marking of these assignments (e.g., to a GA/TA) may save some instructor time, but is likely to make it difficult for the instructor to gather useful information about what students are asking, where there is confusion, etc.
Students may need some examples or coaching to come up with appropriate questions.
I will take more time, in class or in an online lecture, to show how to submit a response to the assignment, and provide some examples of appropriate questions.
Tanya Noel (Learning Specialist – AAS)
tnoel@uwindsor.ca