IDEAS FOR EFFECTIVE ONLINE INSTRUCTION VOLUME 12, NUMBER 4. then discuss if their opinions changed as a result of the activity.

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1 IDEAS FOR EFFECTIVE ONLINE INSTRUCTION APRIL 2012 VOLUME 12, NUMBER 4 Tips from the Pros Support Goes a Long Way in Encouraging Critical Thinking in Online Class Discussions By Roxann Humbert, EdD The Partnership for 21st Century Skills identifies critical thinking as one of the skills students should master to succeed in work and life in the 21st century. Developing activities that support critical thinking can be quite challenging for online instructors. However, I have found that well-designed activities that use the discussion board can be very beneficial in promoting critical thinking. I promote critical thinking by providing detailed instructions that require responses supported by the text or outside sources and that require students to take a position. The following are three formats of online discussion activities that have been successfully used to support critical thinking in two online family and consumer sciences courses offered by Fairmont State University in Fairmont, West Virginia. Examples of activities that promote critical thinking: Format 1: Screen and Support For each chapter, one or two students are assigned to screen a video, summarize its content, find two reliable sources that support or dispute the information contained in the video, give their opinions, and then discuss if their opinions changed as a result of the activity. Instructions: Step 1: Screening 1. Go to the Web link for the chapter video assigned to you. 2. Summarize the content of the video. The summary should include an accurate account of the video content. It should be detailed enough that someone who has not viewed the video could understand the information. Step 2: Supporting 1. Locate two sources of information that support the information in the video. Sources may include your text, the Web, or a journal article. 2. Locate two sources of information that dispute the information in the video. Sources may include your text, the Web, or a journal article. 3. Provide your own commentary as to whether you agree or disagree with the content of the video, and provide support for your position from the outside sources of information you found and from personal experience. 4. Discuss whether your opinion on the content of the video changed Continued on page 5 >> Frequent, Low-Stakes Grading Scott Warnock, associate professor of English and director of the Writing Center and Writing across the Curriculum at Drexel University, recommends rethinking your grading scheme to include frequent, low-stakes (FLS) grading to provide feedback that enables online learners to gauge their performance on a regular basis. Here are a few things to consider: Use informal writing and grades to make grading quantifiable and manageable. Use simple grading metrics. A simple check, check-plus, check-minus or 1-to-5 or 1-to- 10 point scale makes grading easy and easily understood. Use the openness of the online platform. When students write publicly on the discussion board, for example, classmates can provide feedback as well. Scott Warnock will lead the Magna Online Seminar Five Ways to Build e-learner Confidence with Low-Stakes Grading on April 25. For information, see In This Issue 2 How Does Temperament Affect Online Learner Success and Retention? 4 Online Teaching Fundamentals: Designing and Teaching with Returning Adults in Mind, Part 2 6 Teaching Online With Errol: An Online Educator Must: Creating the Perfect PowerPoint! A MAgnA PublicAtion

2 President: William Haight Publisher: David Burns Managing Editor: Rob Kelly S T U D E N T S U C C E S S How Does Temperament Affect Online Learner Success and Retention? ADVISORY BOARD Randy Accetta, PhD Mentor-in-Residence, Communication Toni Bellon, PhD Professor, Middle/Secondary Education North Georgia College & State University tbellon@northgeorgia.edu Jennifer E. Lerner, PhD Associate Vice President for e-learning Northern Virginia Community College jlerner@nvcc.edu B. Jean Mandernach, PhD Professor & Senior Research Associate Grand Canyon University Jean.Mandernach@gcu.edu John Orlando, PhD ELearning Director National Life jorlando@gmail.com Lawrence C. Ragan, PhD Director- Faculty Development World Campus Penn State University lcr1@psu.edu Online Classroom (ISSN ) is published monthly by Magna Publications Inc., 2718 Dryden Drive, Madison, WI Phone ; Fax: support@magnapubs.com. Website: One-year subscription: $177 (Multiple print subscriptions and Group Online Subscriptions are available. Call Customer Service at ) Photocopying or other reproduction in whole or in part without written permission is prohibited. POST- MASTER: Send change of address to Online Classroom, 2718 Dryden Drive, Madison, WI Copyright 2012, Magna Publications Inc. Submissions to Online Classroom are welcome. Please review article submission guidelines located at online-classroom/ Authorization to photocopy items for internal or personal use of specific clients is granted by Online Classroom for users registered with the Copyright Clearance Center (CCC) Transactional Reporting Service, provided that $1.00 per page is paid directly to CCC, 222 Rosewood Drive,Danvers, MA 01923; Phone ; For those organizations that have been granted a photocopy license by CCC, a separate system of payment has been arranged. By Rob Kelly Do certain personality traits increase students chances of success in the online learning environment? It s an intriguing question that has not received much attention, an oversight that Ben Meredith, director of the Center for Distance Education at Southwestern Oklahoma State University, has sought to remedy. We hear all the time that online education is not for everybody. If it s not for everybody, who is it really for? asks Meredith. The answer to this question can help higher education institutions improve course design and, in turn, improve online learner success and retention. The study In 2009 Meredith surveyed 149 students at Olympic College, a twoyear institution in Washington State, to explore the following research questions using the Keirsey Temperament Sorter II and a demographics detail survey: Are certain online students more likely to succeed in the online format as a function of their personality factors? Are specific online students more likely to have a higher retention rate in online courses as a function of their personality factors? What is the demographic profile of a successful online student? What is the demographic profile of a retained online student? The Keirsey Temperament Sorter asks a series of questions that classifies each respondent into one of the following categories: Guardians speak about duty and responsibility, follow rules, respect the rights of others, and are the most predominant group within the U.S. (as well as the largest group identified in this study). Idealists speak about hope for others and imagine what is possible for others. Artisans are rule breakers. They are somewhat selfcentered and see rules through the spirit of the law, not necessarily the letter of the law, Meredith says. Rationals are pragmatic and efficient and are the least common category in the U.S. The courses in this study were largely what Meredith considers to be low- and no-contact courses. Artisans were the most successful (as measured by grades) in these courses, followed by a subset of the Rationals category (INFP who are more introverted than extroverted and prefer intuition to sensing, thinking to feeling, and judgment to perception) and one of the temperaments within the Guardians category (ESTJ who are more extroverted than introverted and prefer sensing to intuition, thinking to feeling, and judgment to perception). Meredith says researchers have long speculated that introverts, due to their proclivity to think things through before responding, would be more likely to succeed in the online learning environment, as opposed to extroverts, who like to think out loud. However, this study found no statistically significant correlation between introver- Continued on page 3 >> 2 Online Cl@ssroom

3 << From Page 2 sion or extroversion and online learner success. As for retention, Idealists were more likely to be retained enroll in more than one online course over a three-term period. I think the low- and no-contact courses play to the Artisans and Idealists, Meredith says. Idealists are going to build community. Artisans are going to take advantage of the lack of the instructor being present and interact as they need to. Compared to the general population, Rationals were disproportionately low in this study. Rationals would need to have interaction with the authority figure the teacher or expert. They see the purpose of community, but if there is no community, they re not going to build it, Meredith says. The demographic questions were a side element of the research that validated the online learning demographic research of others and showed there are no demographic differences between the successful online learner and the retained online learner. Implications This study has several implications in terms of recruitment, advising, and course design. We see, at least in this study, that we re being effective with the marketing, Meredith says. The demographic data in this study yield the following portrait of the typical online learner (which has been noted in other studies as well): 26 years old (or older) married (or in a committed longterm relationship) white female has one or more children of daycare age has an annual household income of $52,000 or less accesses the course between 10 p.m. and 6 a.m. We know this student. She is trying to get ahead and for one reason or another was not able to finish college and is now coming back to do that. And the only way she has to do that is online. Maybe that is not the person who is going to be the most successful to bring through the door. Maybe we should approach other students, Meredith says, suggesting that perhaps the market for online learning extends beyond those who enroll strictly due to scheduling issues. Meredith says that advising techniques need to be modified to take learners personality traits into consideration. I ve seen too many advisors who look at online as a way for students to fit a class into their schedules that they couldn t otherwise [fit in]. I don t think that s the most effective way of advising students. Instead of automatically advising students to take online courses, Meredith suggests having students use the Keirsey Temperament Sorter or a similar instrument before enrolling, to let them know how others with similar personality characteristics fared in the online learning environment. It would take just a few minutes for them to go through a temperament sorter of one type or another. The results could be stored in their records so the algorithms are pulled up for advising. We already matriculate for so many other things, such as English and math capabilities. This would add one more tool to our toolbox. As for course design, Meredith says that institutions are moving away from the electronic correspondence course model as more instructional designers are working with instructors to design online courses. Meredith recommends a constructivist approach to course design. From my perspective, a good online course has community building [and] instructor presence and involves students on nearly a daily basis at least five days a week. I think that s what makes online learning the most powerful. Instructor individuality is also an important factor, and students should be advised to enroll in courses taught in ways that suit their temperaments, Meredith says, recommending that institutions create algorithms that match students with instructors who are most likely to help them succeed. Meredith says this approach may lead to courses being populated by like-minded students (who may have different opinions, but who are similar in temperament), which can help students learn. When you get like-minded people into a room, it lowers the affective filter, which makes the students more comfortable. And the greater the comfort level, the more opportunity we have to bring in new ideas. The downside to this approach is that the interactions in the course with like-minded classmates will be quite different from the interactions they will have outside the course. Meredith acknowledges this but argues that creating this artificial environment will increase students potential for success. While it won t be what students face in the real world, many students have only one shot at education. Wouldn t we want to maximize that one shot so they can get the most out of the course even if we have to establish a somewhat artificial environment? Contact Ben Meredith at Online Cl@ssroom 3

4 O N L I N E T E A C H I N G F U N D A M E N TA L S Designing and Teaching with Returning Adults in Mind, Part 2 By Patti Shank, PhD, CPT Last month I began to discuss adult students who are returning to school to upgrade their qualifications and the things you can do to help them be as successful as possible. It s always important to help students be successful, of course, but with returning adults, success often seems more elusive for a variety of reasons. They often have a hard time fitting schooling in with other life demands (including family obligations and work). In addition, many adult students are worried about their abilities as students and about learning in an online environment. Some faculty take a hard line and insist that adults should be able to figure things out for themselves. But this really is short-sighted. Returning adults are making up a growing population of online students, and they definitely have unique needs that go beyond being a nuisance to support they form a real need. Most research on adult students in higher education settings show that adult students in these settings are at a transition stage in their lives, so our ability to support them directly impacts their ability to make a successful transition. Learning strategies Last month I contrasted ways that younger and adult students differ. The column on the left in the table below shows some adult student characteristics to which I have added teaching strategies that take advantage of these characteristics. We need to take advantage of adult students life experience and goals. Not only does that help them feel accepted for who they are, it also helps them learn, keeps them engaged, and helps them relate what they are learning to what they already know. In addition, if we don t consider adult students life experience, they often feel as if they re being treated like children, a situation that isn t conducive to learning, retention, or the transition they are going through. I found two especially relevant articles, one of which directly discusses online learning, that do an excellent job of distilling the instructional support that adult students need. I ve listed the two articles in the References section at the end of this article and recommend that you read them. Individualize learning Students often have a great deal of individualization Adult Students Expect courses to add to life or career goals Have their own results in mind for education and participation is based upon these results Expect direct application for what is being learned Have a wealth of experience and knowledge Adult Students Design courses so that students can apply them toward their career goals. Provide options that allow students to tailor assignments toward portfolio products or career-related goals. Orient courses around realworld problems. Allow students to discuss and introduce their own real-world problems. Use participatory strategies, including case studies and situations from real-world practice. Present theories and concepts within the context of application to real-world issues. Use adult students as resources and experts where they have direct knowledge. Provide opportunities for students to share knowledge and experience. needs, but instructors often don t feel like it s their problem to deal with them. But if you stop to consider their needs, you begin to see that if we don t consider them, the students likelihood for success is greatly reduced. Some adults have reduced reading abilities or limited computer capabilities. Many may need to study in multiple, reduced chunks of time and at only certain times of the week because of their commitments and responsibilities. So consider how you can accommodate different needs without having to figure out what each and every person needs (that would be a nightmare!). Here are some suggestions: Use advanced organizers so students know what s expected and when (this helps students plan how to fit readings and assignments into their busy lives). Provide varied assignment options. Chunk content so it s easy to study in smaller sessions. Continued on page 7 >> 4 Online Cl@ssroom

5 << From Page 1 as a result of completing this activity. Explain. Step 3: Responding Respond to one of your classmate s postings. Responses should add to the discussion by bringing in additional information; giving examples from personal experience; asking probing questions that take the discussion in a new but related direction; or giving specific examples of why you or agree or disagree with the content of the video. Format 2: Select and Support Students are given a problem with four possible answers. Students are to select the correct or best answer and support it with information from the text and another outside source. Again, they have to provide support for why they felt the other answers were not correct. Instructions: Step 1: Selecting 1. Go to the chapter module. 2. Locate your assigned question. In the section of chapter 1 of Santrock s Adolescence titled Today s Adolescents, the status of adolescents is described. This section of the chapter reflects a larger emphasis on one of the following determinants of development than on the others. Which one is it? i. Cognitive processes ii. Nurture iii. Maturation iv. Discontinuity v. Change 3. Select the best answer and indicate why this is the best answer. Be sure to support your response with information from the text. 4. Indicate why each incorrect anwser is not the best answer. Be sure to support your response with information from the text. Step 2: Supporting 1. Locate two outside sources of information that support your correct answer. Sources may include the Web, books, and newspaper or journal articles. 2. Provide your own commentary as to why you selected the answer you selected. 3. Identify and support a reason someone might not agree with this answer. Step 3: Responding (See Format 1 above.) Format 3: Survey and Support In this format, the students take a survey that includes questions related to statistics given in the chapter. One or two students are assigned to each chapter to summarize and report on the survey results, compare them to the chapter statistics, and discuss the differences and similarities. For example, chapter 13 in Goldsmith s Resource Management for Individuals and Families includes the following statistics: People in the United States and Canada save 4% of their income where in other industrialized countries it is common to save 5-20%. (p. 366) One in four college students leave with $5000 or more in debt. (p. 355) Instructions: Step 1: Surveying 1. Go to the Web link for the chapter survey and complete it by the due date indicated on the course calendar. 2. The survey includes the following questions: On average, how much of your monthly income do you save? a. 0 percent b. 1 to 3 percent c. 4 percent d. 5 to 7 percent e. 8 percent f. More than 8 percent When I graduate, I will have $5,000 or more of debt related to my college expenses. a. Yes b. No Step 2: Supporting Those who are reporting on survey results should do the following: 1. Go to the Web link for the chapter survey results. 2. Summarize and report the results. 3. Compare the results to those found in the chapter. 4. Discuss why you think the results are the same as or different from those outlined in the text. 5. Locate at least one outside source to support any similarities or differences for each statistic. Step 3: Responding (See Format 1 above) Format 4: Summarize and Support Students summarize the content of the module, chapter, or other required reading or assignment. Students are required to support the summary with information they obtained from module readings, discussions, and outside sources. Then they are to discuss what, if anything, about their understanding of the content has changed as a result of this exercise and ask any questions they still have about the content. Instructions: Step 1: Summarizing Write a summary of the concepts covered in this module. For your summary, perform the following actions: 1. Identify the most important or useful points from this module. 2. Summarize those points so they reflect the essence of your most significant learning in this module. 3. Reflect on the assignments you Continued on page 8 >> Online Cl@ssroom 5

6 T E A C H I N G O N L I N E W I T H E R R O L An Online Educator Must: Creating the Perfect PowerPoint! By Errol Craig Sull While other forms of visual presentations have cropped up such as Prezi, Thumbstacks, and Empressr PowerPoint remains the presentation software of choice. Yet many folks develop PowerPoint presentations without fully understanding all components of the software and/or presenter tricks that could make for much more effective PowerPoint presentations. The suggestions that follow will help you create effective PowerPoint presentations. If you have additional PowerPoint suggestions, please send them to me at erroldistancelearning@gmail.com. I will include them in a future column. Know your audience. You must be fully aware of what the audience is expecting from your PowerPoint; also, be aware of your audience s education level the complexity of your text and visuals must match what the audience will understand. Create an outline to help you develop your PowerPoint presentation. The outline gives your PowerPoint the structure it requires, allows you to develop a balanced array of visuals, and gives you an initial look at the time required for students to view your PowerPoint slides. Your PowerPoint should not be so long that the audience loses interest, and if you have a set amount of time, you need be sure your PowerPoint fits within that time. Become familiar with all features of PowerPoint. PowerPoint is a powerful presentation tool with many features that allow you to jazz up your slides, import other slides, add audio and video, change background styles and colors, etc. Spend whatever time it takes to fully familiarize yourself with all that PowerPoint offers; you ll be able to develop a more professional and engaging PowerPoint presentation something your audience will appreciate. Do not become dazzled with the whistles and bells of PowerPoint. It is easy to be seduced by the overthe-top features of PowerPoint, such as transition and animation. Yet too much use of these will distract from the primary purpose of your PowerPoint: getting important information to your audience in an easyto-understand manner. Certainly, some of these fun tools can help make your PowerPoint more engaging and can spotlight especially salient items in your presentation. But be careful that your PowerPoint does not turn into a Disney cartoon, resulting in a presentation that is less than effective. Overall, keep the design simple and basic. Limit each slide to a few bulleted points. Your audience needs to quickly understand what you are presenting. Many folks load up each slide with far too much text. This defeats the purpose of a PowerPoint presentation. Keep each slide to no more than four bulleted items, with each item a maximum of one line in length. If you need to add more information, you have two options: (1) have some notes (use your outline for this) and simply add the material by voice when appropriate; and (2) at the bottom of each blank slide there is a section called Speaker s Notes you can add in here what you want to say to your audience beyond what they see on a slide (only you can see the Speaker s Notes). Use graphics to highlight your information, not overtake it. A visual on a slide won t take the place of your text and it shouldn t but it can highlight a point you are making and help to engage the audience. Have a nice balance of visuals and colors. Never make visuals too large. They should not overshadow your text. And spend some time searching for the spot-on, already-created visual. (There are many sources: online, your own, items you ve scanned, etc.) You also can create your own graphs and/or charts and use screenshots of items. Your voice can truly bring a PowerPoint to life. In an online PowerPoint presentation, the audience hears more of your voice than if you were in a room with them. Thus, each clearing of your throat, sip of water, um and uh, and licking of the lips can often be heard. Speak slowly; be sure to vary your tone (no one enjoys a monotone!); stay enthusiastic and excited about the topic; and use your voice to bring audience attention to important points, closing of a subject, introduction of the next slide, etc. Your audience comes for the PowerPoint, but your voice is the guide in this sequence of slides and information. Save two copies of your PowerPoint draft. Too many folks have accidentally deleted part of a PowerPoint. With no backup, the information and slides then must be re-created from memory and the outline. So always make two copies of your PowerPoint the original that has the text and basic visuals and a copy on which you can experiment with some features, adding or subtracting visuals and changing text. If you make a mistake here, it s no big deal; you ll still have your original. Always do a slideshow run of your PowerPoint to view it as an audience member. You ll find one of the drop-down menu items on the top tool bar of PowerPoint is called Slideshow. Here you have various choices that allow you to view your PowerPoint as a slideshow. Be sure Continued on page 7 >> 6 Online Cl@ssroom

7 << From Page 6 to do this so you will see what your audience will see and you can quickly pick up on items that might need to be corrected, such as typos, font size, size of or lack of visuals, too much text on a slide, length of time for the PowerPoint, etc. And for each slide, make a note (e.g., #14 correct spacing; #15 OK; etc.). Once completed, make the changes and then run the slideshow again. Check spelling, grammar, spacing, font size and style, etc. It is crucial that all components of writing be perfect. Be sure that the font size and style are easy to read. Consider line spacing and visual placement. Always do a trial run with at least one other person. While we will see items that need to be corrected or tweaked, rarely do we see them all. Have one person or more look at it to get their input. You ll be surprised at how many helpful suggestions you will receive about things you had not considered or just didn t see. Your audience will benefit from this extra input. Don t forget the administration slides. Administration slides include your title slide, a thank you slide for those who should be acknowledged for their roles in creating your PowerPoint (if applicable), a slide listing members of a committee responsible for the PowerPoint (again, if applicable), an ending slide that asks for audience input and suggestions, and a final Thank you for attending! slide. It is also helpful to have an agenda or overview slide prior to the guts of your presentation so the audience knows what to expect. Welcome feedback and use it to improve your next PowerPoint presentation. There is always room for improvement. Solicit feedback you may end up with a point or two that can make your next PowerPoint presentation better yet! REMEMBER: Cirque de Soleil, David Copperfield, and Ringling Brothers rely on the blinding sun of illusion and special effects, while PowerPoint considers them merely spotlights. Please let me hear from you, including sending along suggestions and information for future columns. You can always reach me at errolcraigsull@aol.com. And, as always, with each of my columns I offer a sampling of whatever subject I ve discussed; for this column, if you d like a complete list of my staying organized and saving time websites, just send me an ! Errol Craig Sull has been teaching online courses for 17 years and has a national reputation in the subject, and in writing about and conducting workshops on distance learning. He is currently putting the finishing touches on two online-teaching << From Page 4 Provide practice exercises so students can be sure that they are on track. Make sure that the content is available in advance (so students can work ahead if they need to) and stays available for repeat study. You may be thinking that individualizing learning takes more time, and you are right. But it doesn t take a lot of extra effort, and most of the effort meets the individualization needs of all students. Build in support Adult students may need additional support. In an online environment, though, many adult students don t know how to get it. Be aware of that and the fact that they don t want to look stupid. Be sure to communicate with your students early and often about how they can get help and have ways for them to get the help they need! For example, I always have a Course Questions folder at the top of my online course discussion area where students can ask questions, and I communicate to students that this is the best way to get questions answered. One major caveat, though: if you want students to count on you answering their questions through this folder, you must answer them very, very quickly, especially at the beginning of the semester. Use Strategies for Supporting Adult Learners chart at oc1204-chart.pdf to help you consider adult learners needs when designing your online courses. References Polson, Cheryl J. Teaching Adult Students, Idea Paper No. 29 (September 1993), Center for Faculty Evaluation & Development, Division of Continuing Education, Kansas State University: Idea_Paper_29.pdf. Cercone, Kathleen. Characteristics of adult students with implications for online learning design, AACE Journal 16(2) (2008): : ource/content/0/adult_students_online.pdf. Patti Shank, PhD, CPT, is a widely recognized information and instructional designer and writer and author who helps others build valuable information and instruction. You can reach her through her website, and Online Cl@ssroom 7

8 << From Page 5 completed and discuss whether and how they contributed to your learning of the module concepts. Step 2: Supporting 1. Connect what you knew (or believed) about the topics prior to this module with any changes or modifications you have made. 2. Locate two sources of information that support your original and changing views. 3. Identify any unanswered questions you still have in regard to the module s main topics. Step 3: Responding (See Format 1 above) Assessment of critical-thinking activities A crucial step in implementing any activity that promotes critical thinking is to make sure that it is assessed. Students should provide support for their answers through quotes from the text or outside sources and, when appropriate, from personal experiences. Conclusion Developing online activities and, in particular, discussions that promote critical-thinking skills is one way that online faculty can help students develop these skills. Providing students with rubrics that indicate how critical thinking contributes to their grade supports the development of these skills. While these examples are from family and consumer science classes, these activities can be easily adapted for use in other disciplines. Roxann Humbert is an associate professor in the School of Education at Fairmont State University and statewide director of Higher Education elearning for the West Virginia Higher Education Policy Performance Indicators Objective/ Criteria Meets Expectations Almost Meets Expectations Does Not Meet Expectations Missing Video Summary (10 points) Student posted video summary. Summary was (1) an accurate account of the video; (2) included all the main points; and (3) was detailed enough that someone could understand the information without viewing the video. (5 points) Student posted video summary. Summary was either not an accurate account of the video or did not include all the main points or was not detailed enough for someone not viewing the video to understand the information. (3 points) Student posted video summary. Summary lacked two of the required components. Not student s week to post summary. Validity (8 points) Student was able to verify the validity of the information presented in the video using at least one other source. (4 points) Student attempted to verify the validity of the information included in the video, but the sources cited were not relevant. Student did not verify the validity of the information in the video. Not student s week to post summary. Interpretation/ Explanation (8 points) Student provided personal comments about the video content by either agreeing or disagreeing with the video content and supporting that position or including a personal example to support or dispute the video content. (4 points) Student provided personal comments about the video content by either agreeing or disagreeing with the video content but did not support that position or include a personal example to support or dispute the video content. Student did not provide a personal account of the video. Not student s week to post summary. Follow-up Response (5 points) Student posted follow-up response. Response gave insight into student s response to the original posting, asked other probing questions, or brought in other research that supports or disputes the information presented. (3 points) Student posted follow-up response. Response attempted to give insight into student s response to the original posting, asked other probing questions, or brought in other research that supports or disputes the information presented. (1 points) Student responded, but response is little more than I agree. Student did not post follow-up response. 8 Online Cl@ssroom