ELT article published by Prof. Jonathan Acuñaat http://reflective-online-teaching.blogspot.com/
and interacting with the rest of the class. Additionally, it sets theminimum participation required to get credit for their final grades andthe number of minimum interactions with their peers. Somehow, in
this section, it is expected that learners respond to teachers’
questions to expand their ideas and thoughts beyond the initialrespond.
, instructors are somehow limited to control the amount of student participation. Students who are introverted, timid,or reserved can have a limited way of interaction with peers in class.In a VLE these kinds of learners can gain their voice easily.
syllabus provides students with a clearcredit/grade correlation. Each learning task, forum discussion,assignment, and reflection is given a certain amount of credit that
gets transformed in the bits and pieces of the learner’s final course
grade. This information has to be available for them, so they can
keep track of what they are and aren’t doing. To ensure that all tasks
are carried out on time, the instructor ought to always send studentsfriendly reminders of what they have to have ready based ondeadlines.
Even though this credit/grade correlation is provided in
teaching scenarios, it is a bit more difficult to keep track of what students are or are not doing on their own. If students are absent from class and fail to communicate with their peers, they may miss deadlines and consequently lose vital learning experiences and points to pass the course.