This is a Walden University course (EDUC 8104-6), Facilitating Adult Learning. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

1. 1
A4: Course Project: Practice and Feedback, Section 3 (draft)
Orlanda Haynes
Walden University
Author Note
This paper was prepared for Richard W. Riley School of Education and Leadership
EDUC 8104-6 Facilitating Adult Learning
Ed. D Student
Spring 2016

2. 2
A4: Course Project: Practice and Feedback, Section 3 (draft)
The purpose of this paper is to create a practice and feedback (PAF) component based on A3:
Course Project: Learning Tasks, Sections 1 and 2, which employ discussion‐based teaching and the
development of positive attitudes (K-W-L) strategy to teach adult learners concepts and principles of
self-directed learning—via distant education platforms also known as virtual classrooms. Components
for PAF are paramount to the learning process. They allow both teachers and students to participate
actively in the process as well as create reciprocity. The curriculum, therefore, allows for independent
practice and formative and summative feedback (FASF) as defined by Shute (2008) and Schwartz and
White (2000). They suggest that the primary focus of FASF is to provide students with supportive,
timely, specific, and non-evaluative information to assists with the process of learning.
Discussion‐basedTeaching and the Development of Positive Attitudes (K-W-L) strategy
As mentioned in A3: Course Project: Learning Tasks, Sections 1 and 2, the aim of the
learning tasks is to introduce program participants to primary concepts and principles of self-
directed learning. Therefore, the PAF component is as follows:
Responsibilities of the Teachers
 Facilitators should create or use curriculum that includes learning contracts,
course tutorials, pre-and-post assessments, formative and summative feedback,
discussion boards, and student support resources (e.g., libraries, writing tutorials,
and student support staff).
 They should use teacher/student meetings, written or computer-delivered
feedbacks, and one-on-one contacts (e.g., via online conferences, phone office
hours, and electronic mail such as institutional and personal emails).

3. 3
 Also, they should provide feedback, including personal messages, according to
best practice.
 They should be actively engaged in online forums (e.g., occasionally thank
students to model response expectations and to encourage participation).
 And, they should not immolate face-to-face feedback by responding to every
students’ post or comment—disrupts the natural flow of student engagement
(Galbraith, 2004; Hattie & Timperley, 2007; Opitz, Ferdinand, & Mecklinger,
2011; Preece, 2004; Schwartz & White, 2000; Shea, 2004; Stuart, 2004; Shute,
2008).
Responsibilities of the Students
 At the beginning of the course, students should thoroughly read the learning
contract.
 They should understand their roles, their learning styles, and their approach to
studying.
 They should take responsibility for the learning process, including giving and
receiving feedback.
 They should be open to constructive feedback as well as understand basic
concepts and principles of active listening, online communication netiquette,
critical thinking, questioning, reflecting, and clarification.
 And, they should consult with facilitators and student support staff as needed
(Galbraith, 2004; Hattie & Timperley, 2007; Opitz, Ferdinand, & Mecklinger,
2011; Preece, 2004; Schwartz & White, 2000; Shea, 2004; Stuart, 2004; Shute,
2008).

4. 4
In summary, practice and feedback are paramount to the learning process. In keeping
with best practice, educators create the curriculum to allow for active engagement and the
creation of reciprocity among students and teachers. The purpose of this assignment is to
demonstrate such by originating an essay based on A3: Course Project: Learning Tasks, Sections
1 and 2, which employ discussion‐based teaching and the development of positive attitudes (K-
W-L) strategy to teach adult learners concepts and principles of self-directed learning—via
distant education platforms. In doing so, the discussion includes responsibilities of both
facilitators and students.

5. 5
References
Galbraith, M. W. (2004). Adult learning methods: A guide for effective instruction (3rd ed.).
Malabar, FL: Krieger Publishing Company
Hattie, J., & Timperley, H. T. (2007). The power of feedback. Review of Education Research,
77(1), pp. 81-112. Retrieved April 22, 2016, from
http://www.columbia.edu/~mvp19/ETF/Feedback.pdf
Opitz, B., Ferdinand, N. K., & Mecklinger, A. (2011). Timing matters: The impact of immediate
and delayed feedback on artificial language Learning. Frontiers in Human
Neuroscience, 5, 8. Retrieved April 22, 2016, from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3034228/
Preece, J. (2004). Etiquette online: From nice to necessary. Communications of the ACM, 47 (4),
pp. 56-61. doi: 10.1145/975817.975845
Schwartz, F., & White, K. (2000). Making sense of it all: Giving and getting online course
feedback. In K. W. White & B. H. Weight (Eds.), The online teaching guide: A handbook
of attitudes, strategies, and techniques for the virtual classroom (pp. 57–72). Boston:
Allyn and Bacon.
Shea, V.(2004). Netiquette. San Francisco: Albion Books, USA. Retrieved April 22, 2016, from
http://www.mccc.edu/~virtcoll/Netiquette
Shute, V.J. (2008). Focus on formative feedback. Review of Education Research. 78(1), pp. 153-
189. Retrieved April 22, 2016, from
http://projects.ict.usc.edu/dlxxi/materials/Sept2009/Research%20Readings/Shute%20200
8%20Focus%20on%20formative%20feedback.pdf

6. 6
Stuart, I. (2004). The impact of immediate feedback on student performance: An exploratory
study in Singapore. Global Perspectives on Accounting Education, Vol.1, pp. 1-15.
Retrieved April 22, 2016, from http://web.bryant.edu/~gpae/vol1/03-
011%20The%20Impact%20of%20Immediate%20Feedback%20on%20Student%20Perfor
mance.pdf