A Learner-Centered Pedagogy to Facilitate and Grade Online Discussions in Writing Courses

Authors

  • Sarbani Sen Vengadasalam Rutgers University Author

DOI:

https://doi.org/10.1558/wap.v5i2.269

Keywords:

Taxonomy, discussion management, threaded discussion, learner centred pedagogy, discussion rubric, cognitive scale

Abstract

Taking a practitioner focus, I present the need for and features of a new learner-centered discussion pedagogy. The article begins with an analysis of the dynamics and difficulties of facilitating and grading online threaded discussions in writing classes. It demonstrates how De Nigris and Witchel’s (2000) concepts of the “WRITE” and the “WRONG” can be integrated into Bloom’s Taxonomy (1956) to plan and create a discussion pool and tree that keeps students engaged as it moves them from lower to higher levels of learning. It further shows how the students’ progress on the cognitive scale and their timely, well thought out, and interactive participation can be encouraged and assessed. The discussion concludes with an examination of the advantages and feasibility of using the new, learner-centered discussion management pedagogy in graduate and undergraduate online and hybrid writing classes across universities and learning management systems.

Author Biography

  • Sarbani Sen Vengadasalam, Rutgers University

    Sarbani Sen Vengadasalam holds a Ph.D. in English from University of Poona and a Masters Certificate in Business Administration from DeVry University. She has been teaching basic to advanced Writing, ESL, Communication, Literature, Humanities, and Developmental courses to undergraduate and graduate students in online, hybrid, and traditional formats in the United States and abroad for more than a decade. Currently, she is a part-time Lecturer at Rutgers University, a Visiting Professor at DeVry University, and a Graduate Adjunct Professor at the University of Maryland University College. Her research interests are post-colonialism, comparative literature, science fiction, Indian and Nigerian drama, and online education.

References

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Published

2014-02-04

Issue

Section

Reflections on Practice

How to Cite

Vengadasalam, S. S. (2014). A Learner-Centered Pedagogy to Facilitate and Grade Online Discussions in Writing Courses. Writing and Pedagogy, 5(2), 269–299. https://doi.org/10.1558/wap.v5i2.269

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