Apologies for the late response – but feedback and assessment are areas which are constantly niggling me as I feel there should be more we can do to engage our online learners.
Within our modules we tend to start off with the associative perspective in that activities are frequent, embedded within the materials and are responded to by the tutor in the first instance to develop a two way relationship and for the tutor- lrearner to build rapport. As the units unfold, a more constructivist approach takes over withinquiry based tasks demanding individual but then collaborative working with a social constructivist slant becoming more dominant as group tasks are introduced and peer review and peer feedback are embedded within the course structure.I’m not sure how far towards the situative approach we might venture but that’s probably down to the need to hand over the reins more fully to learner groups and at the moment the tutor often has their work cut out ensuring the collaborative activities are fruitful. This method of working doesn’t always suit learners, especially some of our international learners at the start of their journey in HE and as such we need to build confidence in the group that peer working really does develop knowledge understanding and skills. Watch this space!
Regards
Angela
.
