{"id":121,"date":"2021-11-11T14:01:32","date_gmt":"2021-11-11T19:01:32","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/2-9-references\/"},"modified":"2023-07-07T23:05:28","modified_gmt":"2023-07-08T03:05:28","slug":"2-9-references","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/2-9-references\/","title":{"raw":"2.9 Bibliography","rendered":"2.9 Bibliography"},"content":{"raw":"

Accessibility Hub, Queen's University. (n.d.). Accessibility policies and statements<\/em>. https:\/\/www.queensu.ca\/accessibility\/across-campus\/queens-accessibility-initiatives\/accessibility-policies-and-statements<\/p>\n

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction.\u202fInternational Review of Research in Open and Distance Learning,\u202f4<\/em>(2), 9\u201314.\u202f https:\/\/doi.org\/10.19173\/irrodl.v4i2.149<\/p>\n

Astin, A. W., Banta, T. W., Cross, K. P., El-Khawas, E., Ewell, P. T.,\u00a0Hutchings, P., Marchese, T. J., McClenney, K. M., Mentkowski, M., Miller, M. A., Moran, E. T.,\u00a0& Wright, B. D. (2005). 9 principles of good practice for the assessment of student learning<\/em>. American Association for Higher Education; Stylus Publishing. https:\/\/www.atu.edu\/assessment\/documents\/other\/aahe_nine_principles.pdf<\/a><\/p>\n

Barber, C. R, McCollum, J. K., & Maboudian, W. L. (2020). The new roadmap for creating online courses: An interactive workbook<\/em>. Cambridge University Press.<\/p>\n

Bawa, P. (2016). Retention in online courses: Exploring issues and solutions\u2014a literature review. SAGE Open<\/em>. https:\/\/doi.org\/10.1177\/2158244015621777<\/p>\n

Boettcher, J. V., & Conrad, R.-M. (2016).\u202fThe online teaching survival guide: Simple and practical pedagogical tips<\/em>. Wiley Publishing.<\/p>\n

Boucher, E. (2016, August 22). It\u2019s time to ditch our deadlines: Why you should stop penalizing your students for submitting work late. The Chronicle of Higher Education 63<\/em>(3), 28. https:\/\/www.chronicle.com\/article\/its-time-to-ditch-our-deadlines\/<\/p>\n

Boud, D., & Dawson, P. (2021, April 19). What feedback literate teachers do: An empirically-derived\u00a0 competency framework. Assessment & Evaluation in Higher Education<\/em>. https:\/\/doi.org\/10.1080\/02602938.2021.1910928. Used under CC BY-NC-ND 4.0.<\/p>\n

CAST (2018). Universal Design for Learning guidelines, version 2.2<\/em>. http:\/\/udlguidelines.cast.org<\/p>\n

Centre for Teaching and Learning, Concordia University\/Universit\u00e9 Concordia. (2021, May 17). Providing feedback to students online<\/em>. https:\/\/www.concordia.ca\/ctl\/digital-teaching\/giving-feedback.html<\/p>\n

Centre for Teaching Support & Innovation, University of Toronto. (n.d.). Syllabus design and course information<\/em>. https:\/\/teaching.utoronto.ca\/teaching-support\/strategies\/inclusive-teaching\/strategies-for-instructors\/design-information\/<\/p>\n

Center for Academic Innovation, University of Michigan. (2020, July 8). Giving good online feedback<\/em>. https:\/\/onlineteaching.umich.edu\/giving-good-online-feedback\/<\/p>\n

Centre for Extended Learning, University of Waterloo. (2020). Fostering engagement: Facilitating online courses in higher education<\/em>.\nhttps:\/\/contensis.uwaterloo.ca\/sites\/open\/courses\/FEFOCHE\/toc\/home\/home.aspx<\/p>\n

Centre for Teaching & Learning, Queen's University. (2021, May 24). Showcase 2021: The ethics of prompting passion<\/em> [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=UGeO64BAU7k<\/p>\n

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39<\/em>(7), 3\u20137. https:\/\/www.aahea.org\/articles\/sevenprinciples1987.htm<\/p>\n

Clark, K. F. and Graves, M. F. (2005, March). Scaffolding students' comprehension of text. The Reading Teacher<\/em>, 58<\/em>(6), 570\u2013580. https:\/\/doi.org\/10.1598\/RT.58.6.6<\/p>\n

Conrad, D., & Openo, J. (2018).\u202f Assessment strategies for online learning: Engagement and authenticity<\/em>. Athabasca University Press. https:\/\/doi.org\/10.15215\/aupress\/9781771992329.01<\/p>\n

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes<\/em>. Jossey-Bass.<\/p>\n

deNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions.\u202fMERLOT Journal of Online Learning and Teaching. 10<\/em>(1), 153\u2013165.\u202f https:\/\/jolt.merlot.org\/vol10no1\/denoyelles_0314.pdf<\/p>\n

Dixon, C. S. (2014). The three E\u2019s of online discussion. Quarterly Review of Distance Education, 15<\/em>(1), 1\u20138.<\/p>\n

Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., Rozenberg, P., Newton, P., & Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39<\/em>(3), 454\u2013469. https:\/\/doi.org\/10.1080\/07294360.2019.1680956<\/p>\n

Harrison, D. (2020, April 29). Online education and authentic assessment<\/em>. Inside Higher Ed. https:\/\/www.insidehighered.com\/advice\/2020\/04\/29\/how-discourage-student-cheating-online-exams-opinion<\/p>\n

Garrison, D. R., Cleveland-Innes, M. & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework.\u202fInternet and Higher Education, 13<\/em>, 31\u201336. https:\/\/doi.org\/10.1016\/j.iheduc.2009.10.002<\/p>\n

Jaggars, S. & Xu, D. (2016). How do online course design features influence student performance?\u202fComputers & Education, 95<\/em>, 270\u2013284.<\/p>\n

James, L. T. & Casidy, R. (2018). Authentic assessment in business education: Its effects on student satisfaction and promoting behaviour. Studies in Higher Education, 43<\/em>(3), 401\u2013415. https:\/\/doi.org\/10.1080\/03075079.2016.1165659<\/p>\n

Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. The Electronic Journal of e-Learning, 15<\/em>(2), 107\u2013115. https:\/\/files.eric.ed.gov\/fulltext\/EJ1141876.pdf<\/p>\n

Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019).\u202fAward-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation.\u202fThe Internet and Higher Education,\u202f42<\/em>, 34\u201343. https:\/\/doi.org\/10.1016\/j.iheduc.2019.04.001<\/p>\n

Masland, L. (2021, February 9). Cameras in Zoom<\/em>. Center for Academic Excellence, Appalachian State University. https:\/\/cae.appstate.edu\/news\/cameras-zoom. Used under CC BY-NC 4.0 license.<\/p>\n

Moore, M. G. (1989). Three types of interaction.\u202fAmerican Journal of Distance Education, 3<\/em>(2), 1\u20137. https:\/\/doi.org\/10.1080\/08923648909526659<\/p>\n

Nicol, D. J. & Macfarlane\u2010Dick, D. (2006). Formative assessment and self\u2010regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31<\/em>(2), 199\u2013218. https:\/\/doi.org\/10.1080\/03075070600572090<\/p>\n

Nilson, L. (2015). Specifications grading: Restoring rigor, motivating students, and saving faculty time<\/em>. Stylus Publishing.<\/p>\n

Rettinger, D. (n.d.). Small, scalable changes for academic integrity<\/em>. University of Mary Washington. https:\/\/academics.umw.edu\/academicintegrity\/academic-integrity\/faculty-resources\/academic-integrity-materials\/small-scalable-changes-for-improving-academic-integrity\/<\/p>\n

Rottmann, A., & Rabidoux, S. (2017, September 6). How to provide meaningful feedback online<\/em>. Inside Higher Ed. https:\/\/www.insidehighered.com\/digital-learning\/views\/2017\/09\/06\/how-provide-meaningful-feedback-online-course<\/p>\n

Schisler, L. (2019, September 23). A headache-free late work policy<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/late-work-policy\/<\/p>\n

Scott, K., & McCurty, K. (2021, August 3). The online teaching strategy: How to personalize motivation<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/philosophy-of-teaching\/the-online-teaching-strategy-how-to-personalize-your-motivation\/<\/p>\n

Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45<\/em>(11), 2132\u20132148. https:\/\/doi.org\/10.1080\/03075079.2019.1582015<\/p>\n

Spangler, S. (2020, September 28). Cinderella deadlines: reconsidering timelines for student work<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/cinderella-deadlines-reconsidering-timelines-for-student-work\/<\/p>\n

Sutherland-Smith, W. (2008). Plagiarism, the internet and student learning improving academic integrity<\/em>. Routledge.<\/p>\n

Troop, M., White, D., Wilson, K. E., & Zeni, P. (2020). The user experience design for learning (UXDL) framework: The undergraduate perspective. The Canadian Journal of Scholarship of Teaching and Learning, 11<\/em>(3), 1\u201325. https:\/\/doi.org\/10.5206\/cjsotl-rcacea.2020.3.8328<\/p>\n

University of Edinburgh (n.d.). Reflection toolkit: Assessing assignments<\/em>. https:\/\/www.ed.ac.uk\/reflection\/facilitators-toolkit\/assessment\/assess-assignment<\/p>\n

UW Office of Academic Integrity. (2021, January 7). Academic integrity (Linda Carson, Continuing Lecturer at UWaterloo)<\/em> [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=vQFu5KP8zzo<\/p>\n

Vecellio, S. (2021, October 8). The appreciative close: A strategy for creating a classroom community<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/effective-teaching-strategies\/the-appreciative-close-a-strategy-for-creating-a-classroom-community\/<\/p>\n

Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2019). Using principles of authentic assessment to redesign written examinations and tests. Innovation in Education and Teaching International, 57<\/em>(1), 38\u201349. https:\/\/doi.org\/10.1080\/14703297.2018.1564882<\/p>\n

Walvoord, B. E. F., & Anderson, V. J. (2010).\u202fEffective grading: A tool for learning and assessment in college<\/em>\u202f(2nd ed.). Jossey-Bass.<\/p>\n

Way, K. A., Burrell, L.; D\u2019Allura, L., & Ashford-Rowe, K. (2020). Empirical investigation of authentic assessment theory: An application in online courses using mimetic simulation created in university learning management ecosystems. Assessment & Evaluation in Higher Education, 46<\/em>(1), 17\u201335. https:\/\/doi.org\/10.1080\/02602938.2020.1740647<\/p>\n

Wiggins, G. (2012, September 1). Seven keys to effective feedback<\/em>. ASCD.\nhttps:\/\/www.ascd.org\/el\/articles\/seven-keys-to-effective-feedback<\/p>\n

Wise, A. F., Speer, J., Marbouti, F., & Hsiao, Y. T. (2013). Broadening the notion of participation in online discussions: examining patterns in learners\u2019 online listening behaviours. Instructional Science, 41<\/em>, 323\u2013343. https:\/\/link.springer.com\/article\/10.1007%2Fs11251-012-9230-9<\/p>\n

Xu, D., & Smith, S. (2013).\u202fAdaptability to online learning: Differences across types of students and academic subject areas<\/em>. Teacher\u2019s College, Columbia University. https:\/\/files.eric.ed.gov\/fulltext\/ED539911.pdf<\/p>\n

Yukselturk, E., & Top, E. (2006). Reconsidering online course discussions: A case study.\u202fJournal of Educational Technology Systems<\/em>, 34<\/em>(3), 341\u2013367. https:\/\/doi.org\/10.2190\/6GQ8-P7TX-VGMR-4NR4<\/p>\nThe definition of the key term Asynchronous<\/em>\u202f is derived from original in\u202fFostering Engagement: Facilitating Online Courses in Higher Education, Unit 4a<\/a> by K. E. Wilson and D. Opperwall and the Centre for Extended Learning, which is licensed under a CC BY-NC-SA 4.0 International License<\/a>,\u202fexcept where otherwise noted. The derivative work has been adapted through modification of text and headings and retains the CC BY-NC-SA International 4.0 license<\/a>.","rendered":"

Accessibility Hub, Queen’s University. (n.d.). Accessibility policies and statements<\/em>. https:\/\/www.queensu.ca\/accessibility\/across-campus\/queens-accessibility-initiatives\/accessibility-policies-and-statements<\/p>\n

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction.\u202fInternational Review of Research in Open and Distance Learning,\u202f4<\/em>(2), 9\u201314.\u202f https:\/\/doi.org\/10.19173\/irrodl.v4i2.149<\/p>\n

Astin, A. W., Banta, T. W., Cross, K. P., El-Khawas, E., Ewell, P. T.,\u00a0Hutchings, P., Marchese, T. J., McClenney, K. M., Mentkowski, M., Miller, M. A., Moran, E. T.,\u00a0& Wright, B. D. (2005). 9 principles of good practice for the assessment of student learning<\/em>. American Association for Higher Education; Stylus Publishing. https:\/\/www.atu.edu\/assessment\/documents\/other\/aahe_nine_principles.pdf<\/a><\/p>\n

Barber, C. R, McCollum, J. K., & Maboudian, W. L. (2020). The new roadmap for creating online courses: An interactive workbook<\/em>. Cambridge University Press.<\/p>\n

Bawa, P. (2016). Retention in online courses: Exploring issues and solutions\u2014a literature review. SAGE Open<\/em>. https:\/\/doi.org\/10.1177\/2158244015621777<\/p>\n

Boettcher, J. V., & Conrad, R.-M. (2016).\u202fThe online teaching survival guide: Simple and practical pedagogical tips<\/em>. Wiley Publishing.<\/p>\n

Boucher, E. (2016, August 22). It\u2019s time to ditch our deadlines: Why you should stop penalizing your students for submitting work late. The Chronicle of Higher Education 63<\/em>(3), 28. https:\/\/www.chronicle.com\/article\/its-time-to-ditch-our-deadlines\/<\/p>\n

Boud, D., & Dawson, P. (2021, April 19). What feedback literate teachers do: An empirically-derived\u00a0 competency framework. Assessment & Evaluation in Higher Education<\/em>. https:\/\/doi.org\/10.1080\/02602938.2021.1910928. Used under CC BY-NC-ND 4.0.<\/p>\n

CAST (2018). Universal Design for Learning guidelines, version 2.2<\/em>. http:\/\/udlguidelines.cast.org<\/p>\n

Centre for Teaching and Learning, Concordia University\/Universit\u00e9 Concordia. (2021, May 17). Providing feedback to students online<\/em>. https:\/\/www.concordia.ca\/ctl\/digital-teaching\/giving-feedback.html<\/p>\n

Centre for Teaching Support & Innovation, University of Toronto. (n.d.). Syllabus design and course information<\/em>. https:\/\/teaching.utoronto.ca\/teaching-support\/strategies\/inclusive-teaching\/strategies-for-instructors\/design-information\/<\/p>\n

Center for Academic Innovation, University of Michigan. (2020, July 8). Giving good online feedback<\/em>. https:\/\/onlineteaching.umich.edu\/giving-good-online-feedback\/<\/p>\n

Centre for Extended Learning, University of Waterloo. (2020). Fostering engagement: Facilitating online courses in higher education<\/em>.
\nhttps:\/\/contensis.uwaterloo.ca\/sites\/open\/courses\/FEFOCHE\/toc\/home\/home.aspx<\/p>\n

Centre for Teaching & Learning, Queen’s University. (2021, May 24). Showcase 2021: The ethics of prompting passion<\/em> [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=UGeO64BAU7k<\/p>\n

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39<\/em>(7), 3\u20137. https:\/\/www.aahea.org\/articles\/sevenprinciples1987.htm<\/p>\n

Clark, K. F. and Graves, M. F. (2005, March). Scaffolding students’ comprehension of text. The Reading Teacher<\/em>, 58<\/em>(6), 570\u2013580. https:\/\/doi.org\/10.1598\/RT.58.6.6<\/p>\n

Conrad, D., & Openo, J. (2018).\u202f Assessment strategies for online learning: Engagement and authenticity<\/em>. Athabasca University Press. https:\/\/doi.org\/10.15215\/aupress\/9781771992329.01<\/p>\n

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes<\/em>. Jossey-Bass.<\/p>\n

deNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions.\u202fMERLOT Journal of Online Learning and Teaching. 10<\/em>(1), 153\u2013165.\u202f https:\/\/jolt.merlot.org\/vol10no1\/denoyelles_0314.pdf<\/p>\n

Dixon, C. S. (2014). The three E\u2019s of online discussion. Quarterly Review of Distance Education, 15<\/em>(1), 1\u20138.<\/p>\n

Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., Rozenberg, P., Newton, P., & Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39<\/em>(3), 454\u2013469. https:\/\/doi.org\/10.1080\/07294360.2019.1680956<\/p>\n

Harrison, D. (2020, April 29). Online education and authentic assessment<\/em>. Inside Higher Ed. https:\/\/www.insidehighered.com\/advice\/2020\/04\/29\/how-discourage-student-cheating-online-exams-opinion<\/p>\n

Garrison, D. R., Cleveland-Innes, M. & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework.\u202fInternet and Higher Education, 13<\/em>, 31\u201336. https:\/\/doi.org\/10.1016\/j.iheduc.2009.10.002<\/p>\n

Jaggars, S. & Xu, D. (2016). How do online course design features influence student performance?\u202fComputers & Education, 95<\/em>, 270\u2013284.<\/p>\n

James, L. T. & Casidy, R. (2018). Authentic assessment in business education: Its effects on student satisfaction and promoting behaviour. Studies in Higher Education, 43<\/em>(3), 401\u2013415. https:\/\/doi.org\/10.1080\/03075079.2016.1165659<\/p>\n

Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. The Electronic Journal of e-Learning, 15<\/em>(2), 107\u2013115. https:\/\/files.eric.ed.gov\/fulltext\/EJ1141876.pdf<\/p>\n

Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019).\u202fAward-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation.\u202fThe Internet and Higher Education,\u202f42<\/em>, 34\u201343. https:\/\/doi.org\/10.1016\/j.iheduc.2019.04.001<\/p>\n

Masland, L. (2021, February 9). Cameras in Zoom<\/em>. Center for Academic Excellence, Appalachian State University. https:\/\/cae.appstate.edu\/news\/cameras-zoom. Used under CC BY-NC 4.0 license.<\/p>\n

Moore, M. G. (1989). Three types of interaction.\u202fAmerican Journal of Distance Education, 3<\/em>(2), 1\u20137. https:\/\/doi.org\/10.1080\/08923648909526659<\/p>\n

Nicol, D. J. & Macfarlane\u2010Dick, D. (2006). Formative assessment and self\u2010regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31<\/em>(2), 199\u2013218. https:\/\/doi.org\/10.1080\/03075070600572090<\/p>\n

Nilson, L. (2015). Specifications grading: Restoring rigor, motivating students, and saving faculty time<\/em>. Stylus Publishing.<\/p>\n

Rettinger, D. (n.d.). Small, scalable changes for academic integrity<\/em>. University of Mary Washington. https:\/\/academics.umw.edu\/academicintegrity\/academic-integrity\/faculty-resources\/academic-integrity-materials\/small-scalable-changes-for-improving-academic-integrity\/<\/p>\n

Rottmann, A., & Rabidoux, S. (2017, September 6). How to provide meaningful feedback online<\/em>. Inside Higher Ed. https:\/\/www.insidehighered.com\/digital-learning\/views\/2017\/09\/06\/how-provide-meaningful-feedback-online-course<\/p>\n

Schisler, L. (2019, September 23). A headache-free late work policy<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/late-work-policy\/<\/p>\n

Scott, K., & McCurty, K. (2021, August 3). The online teaching strategy: How to personalize motivation<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/philosophy-of-teaching\/the-online-teaching-strategy-how-to-personalize-your-motivation\/<\/p>\n

Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45<\/em>(11), 2132\u20132148. https:\/\/doi.org\/10.1080\/03075079.2019.1582015<\/p>\n

Spangler, S. (2020, September 28). Cinderella deadlines: reconsidering timelines for student work<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/cinderella-deadlines-reconsidering-timelines-for-student-work\/<\/p>\n

Sutherland-Smith, W. (2008). Plagiarism, the internet and student learning improving academic integrity<\/em>. Routledge.<\/p>\n

Troop, M., White, D., Wilson, K. E., & Zeni, P. (2020). The user experience design for learning (UXDL) framework: The undergraduate perspective. The Canadian Journal of Scholarship of Teaching and Learning, 11<\/em>(3), 1\u201325. https:\/\/doi.org\/10.5206\/cjsotl-rcacea.2020.3.8328<\/p>\n

University of Edinburgh (n.d.). Reflection toolkit: Assessing assignments<\/em>. https:\/\/www.ed.ac.uk\/reflection\/facilitators-toolkit\/assessment\/assess-assignment<\/p>\n

UW Office of Academic Integrity. (2021, January 7). Academic integrity (Linda Carson, Continuing Lecturer at UWaterloo)<\/em> [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=vQFu5KP8zzo<\/p>\n

Vecellio, S. (2021, October 8). The appreciative close: A strategy for creating a classroom community<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/effective-teaching-strategies\/the-appreciative-close-a-strategy-for-creating-a-classroom-community\/<\/p>\n

Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2019). Using principles of authentic assessment to redesign written examinations and tests. Innovation in Education and Teaching International, 57<\/em>(1), 38\u201349. https:\/\/doi.org\/10.1080\/14703297.2018.1564882<\/p>\n

Walvoord, B. E. F., & Anderson, V. J. (2010).\u202fEffective grading: A tool for learning and assessment in college<\/em>\u202f(2nd ed.). Jossey-Bass.<\/p>\n

Way, K. A., Burrell, L.; D\u2019Allura, L., & Ashford-Rowe, K. (2020). Empirical investigation of authentic assessment theory: An application in online courses using mimetic simulation created in university learning management ecosystems. Assessment & Evaluation in Higher Education, 46<\/em>(1), 17\u201335. https:\/\/doi.org\/10.1080\/02602938.2020.1740647<\/p>\n

Wiggins, G. (2012, September 1). Seven keys to effective feedback<\/em>. ASCD.
\nhttps:\/\/www.ascd.org\/el\/articles\/seven-keys-to-effective-feedback<\/p>\n

Wise, A. F., Speer, J., Marbouti, F., & Hsiao, Y. T. (2013). Broadening the notion of participation in online discussions: examining patterns in learners\u2019 online listening behaviours. Instructional Science, 41<\/em>, 323\u2013343. https:\/\/link.springer.com\/article\/10.1007%2Fs11251-012-9230-9<\/p>\n

Xu, D., & Smith, S. (2013).\u202fAdaptability to online learning: Differences across types of students and academic subject areas<\/em>. Teacher\u2019s College, Columbia University. https:\/\/files.eric.ed.gov\/fulltext\/ED539911.pdf<\/p>\n

Yukselturk, E., & Top, E. (2006). Reconsidering online course discussions: A case study.\u202fJournal of Educational Technology Systems<\/em>, 34<\/em>(3), 341\u2013367. https:\/\/doi.org\/10.2190\/6GQ8-P7TX-VGMR-4NR4<\/p>\n

The definition of the key term Asynchronous<\/em>\u202f is derived from original in\u202fFostering Engagement: Facilitating Online Courses in Higher Education, Unit 4a<\/a> by K. E. Wilson and D. Opperwall and the Centre for Extended Learning, which is licensed under a CC BY-NC-SA 4.0 International License<\/a>,\u202fexcept where otherwise noted. The derivative work has been adapted through modification of text and headings and retains the CC BY-NC-SA International 4.0 license<\/a>.<\/p>\n","protected":false},"author":1,"menu_order":9,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-121","chapter","type-chapter","status-publish","hentry"],"part":73,"_links":{"self":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":1,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions"}],"predecessor-version":[{"id":122,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions\/122"}],"part":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/parts\/73"}],"metadata":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/121\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/media?parent=121"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapter-type?post=121"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/contributor?post=121"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/license?post=121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}