Proactive faculty can efficiently create substantive feedback and responses that indicate students’areas of proficiency, areas for improvement, and high levels of engagement! Creating individual and specific narratives can be challenging; however, best practices indicate that building rubric and syllabus-based statements reduce the faculty workload and student satisfaction.
Faculty teaching in the online envirnoment face different challenges of brick and mortar based faculty. Feeback and interaction with students become the mechanism for teaching and a transfer of knowledge, in addition to discussion board posts and responses to student submissions. Substantive feedback to assessments, assignments, and discussion boards are a necessity and a basic requirement of online faculty. Using a proactive approach to meet the standard of substantive interaction can save time, provide quality feedback narratives, present prepared discussion board relative to the unit, and be personalized to a specific student work with minimual effort. This presentation will demonstrate how to proactively prepare for a class that can increase faculty-to-student interaction while providing student information on how to improve on subsequent course submissions. Using the SMART square strategy encompasses the needs of adult learning, without overburdening faculty who teach full time with a full load of students or the part time faculty member working a full time job. Come learn how!!