Active Learning

Learning requires what Yang and Carless (2013) referred to as a dialogic feedback process, the manner in which instructors are providing and students are receiving feedback on their work and their learning, to effectively foster student self-regulation and learning, particularly learning to write. There are three primary domains of dialogic feedback:

Circumvent the Temptation to Cheat

or Take the Easy Way Out

Research shows that students who are strapped for time, who are not confident in their skills, or who feel an overwhelming amount of pressure to perform are more likely to cheat than students who are well regulated and who receive encouraging and constructive feedback. If you fall into the former category, you might be tempted to explore shortcuts to assignments, ways to more rapidy improve your writing, or even ways to avoid doing the work yourself. That said, we know outright, intentional cheating and plagiarism are rare. But what about the in-between, gray area of assistive technologies and other platforms that can give us a jump start on our writing? As is conveyed below, your role as a scholar is to learn to self-regulate and to receive and incorporate feedback that will improve your skill over time. But that doesn;’t mean you can’t leverage assisttive technologies as long as you’re doing so with integrity. Read through the resources below to learn more about you can use technology to your advantage.

https://custom-writing.org/blog/ai-for-students-tips-using-chatgpt-ethically

https://stenleinasaar.com/the-students-guide-to-using-chatgpt-tips-and-tricks/

Giving and Receiving Effective Dialogic Feedback

Writing & Communicating as Students

Harnessing a Dissertation Mindset as an Online Student