Running head: TEACHING STRATEGIES PAPER 1

Formatted: Font: (Default) Times New Roman, 12 pt

For EACH of the two teaching strategies discussed, the following points apply:
33 40 points Achieves all of the criteria 17 24 points Achieves at least 3 of the criteria
25 32 points Achieves 4 of the criteria 23 points or Achieves less than 3 of the criteria
less

POINTS
INTRODUCTION (0 5% of total grade)
There is a clear introduction to the paper (0 5 points) 0
STRATEGY 1 (0 - 40% of total grade)
1. The chosen strategy is comprehensively described 26
2. The research article is outlined and major findings are highlighted.
3. Advantages of the strategy are discussed
4. Disadvantages of the strategy are discussed
5. There is discussion around:
Whether the student has experienced the strategy
How the strategy was used and if it was effective
If the student has no experience with a strategy, the student offers an example and
analysis about how effective the strategy might be

STRATEGY 2 (0 - 40% of total grade)

1. The chosen strategy is comprehensively described 26
2. The research article is outlined and major findings are highlighted.
3. Advantages of the strategy are discussed
4. Disadvantages of the strategy are discussed
5. There is discussion around:
Whether the student has experienced the strategy
How the strategy was used and if it was effective
If the student has no experience with a strategy, the student offers an example and
analysis about how effective the strategy might be

CONCLUSION (0-5% of total grade)

There is a conclusion that has greater depth than simple summary (0 5%) 2
WRITING/GRAMMAR/APA 10% of total grade
Writing, Grammar and APA
Academic and scholarly tone is used, with avoidance of slang and colloquial expressions 3
Correct spelling and punctuation are used
Organization of content is clear and follows a logical progression
Quoting is limited to less than 10% of the paper
APA elements are present (running head, page #, title page, abstract, references)

References and citations

In-text citations and references are accurate
Retrieval information is provided for journals and web-based references 1
All citations appear on reference list and all references are cited in posts

TOTAL SCORE 58
Comments:
The paper lacks coherency and is missing an introduction. There was a significant number of grammar
and/or spelling errors. There are problems with the formatting according to APA style. The
TEACHING STRATEGIES PAPER 2

information was largely quotes from sources and lacks effort in exploring/expanding the topic.

I believe you would benefit from utilizing the Writer's Lab at the library. There is a writing coach with
virtual office hours available. Your paper had the makings of a generally presented introduction, but
there were many errors that could have been adjusted had there been a more through understanding
of APA format and organization of the paper. Your ideas should have been expanded and then
reinforced with quotes from the references.

I would like to give you the opportunity to rewrite the paper utilizing the suggestions/comments. I
would also like to arrange a meeting with the Writer's Lab at the library to assist you in your APA
formatting. I would also like to meet with you in Zoom to discuss the paper and work with you in proof-
reading your work before submitting the final draft.

Commented [Office1]: Running head should be a

shortened version of the paper's full title

Assignment 1

Teaching Strategies Paper Commented [Office2]: Title should summarize the paper's
main ideas and identify the specific strategies discussed
within the paper. Word "paper" should be eliminated from
SUNY Delhi the title

NURS 402 CRN 11156, Teaching and Learning in Nursing Commented [Office3]: Change to a colon
Commented [Office4]: Date of paper
TEACHING STRATEGIES PAPER
Abstract
This is a student written paper reflecting on two specific teachings strategies. The first strategy
discussed is the cooperative learning strategy with the use of technology. The second strategy
discussed is the active learning strategy with the use of technology. Both discussions include the
analysis of a peer reviewed journal article discussing a description of the strategy, the major
findings of the research, advantages and disadvantages of each strategy, and student participation
in both of the strategies. The paper concludes with a discussion of the positive benefits of both
cooperative learning and active learning via the use of technology.
3
Commented [Office5]: The abstract is a brief summary of
the paper, giving the reader a quick review of the main
points and purpose of the paper. This abstract does identify
what the subject is, but fails to summarize what you will be
exploring in your ideas of these teaching strategies.
Commented [Office6]: cite article
Commented [Office7]: This is the rubric of the paper. Your
abstract should have the specifics being discussed within
the paper.
TEACHING STRATEGIES PAPER 4

Cooperative Learning Strategy Defined Commented [Office8]: Introduction is missing.

The latest trend in education advancement is by the use of technology. Distance learning Commented [Office9]: eliminate
Commented [Office10]: Please describe how distant
education has gained great popularity in the past two decades (Kupczynski, Mundy & Maxwell, learning and cooperative learning strategies combine-why
are they often tied with technology?
2012). Since this version of learning is gaining popularity so rapidly, questions are rising

regarding the best method of teaching in distance learning settings. The qualitative case study by

Kupczynski, Mundy, and Maxwell (2012) explores how the instructors of these online learning

courses perceive the effectiveness of cooperative learning for this setting. Cooperative learning

is defined as that type of learning which allows the learner to educate themselves by way of

explaining topics to others as well as learning from others (Kupczynski et al., 2012).

Cooperative learning is considered a type of learning in that the learner gains a stronger

knowledge base because he or she is teaching his or her peer. This style of learning reinforces

the knowledge base and improves critical thinking skills (Kupczynski et al., 2012).

Cooperative Learning Research Article Commented [Office11]: review of literature?

This qualitative research study by Kupczynski et al. (2012) was conducted by surveying

faculty regarding their views on the use of cooperative learning within the online contexts (p.

87). The primary gathering of data was from semi-structured interviews and ongoing

interactions with five faculty members throughout a 10 week observation period. The data

collection period concluded with a formal interview. Of the five faculty members who

participated in the research study, two favored cooperative learning in the online teaching and

learning setting, two preferred a more traditional teaching approach in the online teaching

setting, and one agreed that there were benefits to both the cooperative learning and tradition

learning style for the online teaching setting (Kupczynski et al., 2012).
TEACHING STRATEGIES PAPER 5

Advantages of Cooperative Learning

A very important part of cooperative learning is group discussion. Online learning Commented [Office12]: The most important benefit of

forums often have discussion boards. These discussion boards allow student to student

interaction in a small group setting. Discussion boards enhance the cooperative learning setting

because this area allows for feedback from the instructor as well as peers (Kupczynski et al.,

2012). Threaded discussion posts deepen the student bond and enrich coursework understanding

(Kupczynski et al., 2012). Discussion boards play an important role in the cooperative learning

process within the online learning setting. Discussion boards create an area for collaborative Commented [Office13]: This should not be 2 sentences. In
place of this insert the word "and" to form 1 sentence.
group activities, deep discussion, and successful education because of the interaction between the

peers and the instructor (Kupczynski et al., 2012).

Disadvantages of Cooperative Learning

Some disadvantages to the cooperative learning strategy in the online education process

are negativity towards group projects, poor contribution, off-topic postings, and tardy feedback

(Kupczynski et al., 2012). An important factor in the online cooperative learning environment is

that the instructors have a strong knowledge of the course material and the course itself. The

instructor must be able to be a guide for the students. The instructors play an important role in

the student education growth process as curriculum developers (Kupczynski et al., 2012).

Student Experience with Cooperative Learning

Cooperative learning is a huge part of my experience so far at SUNY Delhi. Each and

every course I have taken so far has the basis of cooperative learning. Although we do not meet
face to face, I do feel as if I am part of a classroom setting. Through the discussion posts, group
projects, and interactions with professors my knowledge level is growing. Student teaching
Commented [Office14]: Substitute something more
professional such as: Every course this writer has taken
Commented [Office15]: Refrain from use of I. "Although
we do not meet face to face, in my experience cooperative
learning provides the feeling of a classroom setting".
TEACHING STRATEGIES PAPER 6

student occurs when there is interaction between my peers and me. With the help of the Commented [Office16]: Again, refrain from the use of me
or I. Substitute - members of the class.
professors guidance, and interaction between my peers, my knowledge is growing. Commented [Office17]: members of the class, it has
enhanced the learning experience and is something this
writer has found beneficial.
Active Learning Strategy Defined

It has been said that there are four processes that learners need in order to gain new Commented [Office18]: Source should be used.

knowledge, skills, and attitudes. These four processes are 1) concrete experience (ability to be Commented [Office19]: it would be better to say, "The
four processes as defined by Ruckert, et al. are,
fully and openly involved in an experience), 2) reflective observation (ability to critically reflect

on and consider their experience from different perspectives), 3) abstract conceptualization

(ability to formulate their observations into concepts), and 4) active experimentation (ability to

apply these concepts in novel situations) (Ruckert et al., 2014, p. 2). In the healthcare field the Commented [Office20]: Full names of citation first, then it
can be et al. later in the paper when cited again
clinical environment allows for "hands on" learning to achieve knowledge. The classroom

allows for discussion, and problem solving thinking skills (Ruckert et al., 2014). Encouraging Commented [Office21]: eliminate

higher level thinking through the use of active learning prepares the clinical student for

knowledge enhancement (Ruckert et al., 2014). Active learning is defined as the application of Commented [Office22]: expand on why active learning
prepares students for knowledge enhancement
knowledge and skills with the interaction of others in an active learning environment (Ruchert et Commented [Office23]: Citation misspelled
Commented [Office24]:
al., 2014).

Active Learning Research Article Commented [Office25]: review of literature?

Ruckert et al. (2014) uses Kolbs experiential learning cycle as an example of learning in Commented [Office26]: expand of this learning cycle

the healthcare student. Kolbs experiential learning cycle shows that learning happens in four

stages, starting with concrete experience, then reflective observation, followed by abstract

conceptualization, and finally active experimentation (Ruckert et al., 2014). Education

environments which combine new information with active learning and reflective thinking

(Ruckert et al., 2014, p. 3) lead to higher order thinking and retainment of new information Commented [Office27]: Not a word - use retention

(Ruckert et al., 2014). Technology is frequently used to encourage student engagement in active
TEACHING STRATEGIES PAPER 7

learning. Active-learning strategies reinforce Kolbs cycle of experiential learning through

discussion of concepts and sharing of ideas with others, reflection on those ideas, interpreting the

ideas to make meaning out of them, and then applying them in the classroom and future clinical

practice (Ruckert et al., 2014, p. 3). A large part on my online experience with SUNY Delhi is Commented [Office28]: of
Commented [Office29]: use "the" instead
active learning. Through the weekly discussion posts and course assignments I am required to Commented [Office30]: "students are"

use concrete material, reflectively observe, and conceptualize my learning experience. Posting

original discussions and responding to my peers helps improve my reflection of the weeks topic.

The set-up of the discussion forums allow for my peers and I to share our ideas, thoughts, and Commented [Office31]: delete

concepts. Although we do not meet as a face to face class, these experiences give me the

opportunity to then apply what I have learned at my place of employment.

Advantages of the strategy discussed Commented [Office32]: strategy should be capitalized

discussed should be capitalized
In the study by Ruckert et al. (2014) it was discovered that online class activities via

BlackboardTM, had many positive advantages. The healthcare students used BlackboardTM to Commented [Office33]: this should be referenced

read articles, analyze cases, watch videos, access VoiceThread, and prepare for in-class Commented [Office34]: this should be referenced

presentations. These activities positively enhanced clinical decision making and refection

(Ruckert et al., 2014).

Disadvantages discussed Commented [Office35]: capitalize

Over all the study by Ruckert et al. (2014) had many advantages and few disadvantages.

The disadvantages discovered where that technology was intimidating to some students, faculty Commented [Office36]: were

feedback after student project completion was not timely enough, and the program needed to

incorporate a group reflection application to enhance the learning atmosphere. Some students

reported the video camera as being intimidating, and feedback delay created a learning block in

clinical application (Ruckert et al., 2014).

TEACHING STRATEGIES PAPER 8

Student Experience with Active Learning

My active learning experience at SUNY Delhi is positively enhanced with the online

forums. Reading articles via links, viewing PowerPoint presentations, and viewing videos, such

as TED talks, presented by instructors in all of my courses so far has led to my greater

knowledge growth. I feel that my clinical decision making skills have improved each session I

complete with SUNY Delhi because of these different forms of educational presentations.

I can relate to the intimidation of the video camera use. I once attended a SUNY Delhi Commented [Office37]: Better to say, "Video chats and or
face-time in the classroom can be intimidating.
online library session with the librarian and my professor. I did not realize that the video camera

on my laptop was going to be active during the session. As soon as I connected and saw my

face, along with the librarian and my professor, I initially felt embarrassed. I was chuckling,

because for some reason I could not get my headset to work properly and they could see me

fiddling with it; however after the fiddling I got the issue corrected and we were all able to

communicate and see each other through the video session. I actually felt that it was an Commented [Office38]: slang and colloquial expressions

awesome experience because the librarian could show me the different computer screens as she

was talking with me, and I was able to give immediate feedback on her questions directed

towards me. Commented [Office39]: how has immediate feedback been

an advantage in your online courses? How is this an
example of cooperative learning? slang usage-"awesome".
Expand on experience
TEACHING STRATEGIES PAPER 9

Conclusion

Both cooperative learning and active learning are shown to have positive learning

outcome effects. Cooperative learning boosts student knowledge because of the student to

student interaction. Small group interactions improve communications and knowledge base

(Kupczynski et al., 2012). The online settings in SUNY Delhi are small groups mostly

consisting of approximately 20 students per session. Active learning adds to the growth of

students knowledge by engaging the students in dynamic, lifelike, social educational

opportunities (Ruckert et al., 2014). Both studies have shown that technology can positively

promote both cooperative and active learning. As the need for education in the healthcare field

grows, schools find it challenging to make room for classroom seats, and working students

become confronted with the time constraints of the traditional classroom setting; technology is

proving to be a valuable education tool. Many students are benefiting from online education.
Commented [Office40]: Education in healthcare is a
constantly changing dynamic. The need for more non-
traditional settings has expanded the online classroom
setting. The development of teaching strategies has created
the need to expand technology regarding online learning
environments. Online classrooms play a vital role as more
nurses are returning to school and seek alternatives to
traditional educational settings. Incorporation of both active
and cooperative learning strategies into course outcomes
benefits the students by engaging feedback from peers and
instructors. This interaction increases the student's
foundation of knowledge and improves critical thinking
skills.
Commented [Office41]: This needs to be reinforced with
examples from your articles and your own experience
TEACHING STRATEGIES PAPER 10

References

Kupczynski, L., Mundy, M., & Maxwell, G. (2012). Faculty perceptions of cooperative learning

and traditional discussion strategies in online courses. Turkish Online Journal of Distance

Education, 13(2), 84-95. Retrieved from http://tojde.anadolu.edu.tr/homepage.html

Ruckert, E., McDonald, P. L., Birkmeier, M., Walker, B., Cotton, L., Lyons, L. B., & ... Plack,

M. M. (2014). Using technology to promote active and social learning experiences in

health professions education. Online Learning, 18(4), 1-21. Retrieved from

http://onlinelearningconsortium.org/