reached that are became obvious consistent with that we began the information addressing two provided distinctly different to •Begins problems. provide From my own explanations or experiences theories using this resulting from technique in my the linking of face-to-face information classroom, I of •Evidence know that cause and effect focusing on a judgments second issue •Movement that emerges is from manageable. descriptive to But, online, I explanative felt focusing on In this only one example, the problem would student has have made the made process more connections in productive. As not only the an adult given subject instructor, I area, but is also have used this is •Information able to transfer technique in my used to support the principles face-to-face positions from and ideas courses and resources provided underlying the experienced in the course (e.g., 5. Extended specific many of the text; course notes) abstract problem benefits cited in as well as outside responses presented. NGT the literature - resources (e.g., is an with very few prior course instructional organizational, information; method that management, journal articles; facilitates or procedural books) difficulties. building skills However this in a experience, as group an online setting (ref). learner, helped The NGT me recognize provides a some of the structured and potential
became obvious that we began addressing two distinctly different problems. From my own experiences using this technique in my face-to-face classroom, I know that focusing on a second issue that emerges is manageable. But, online, I felt focusing on only one problem would have made the process more productive. As an adult instructor, I have used this technique in my face-to-face courses and experienced many of the benefits cited in the literature - with very few organizational, management, or procedural difficulties. However this experience, as an online learner, helped me recognize some of the potential reached that are consistent with the information provided •Begins to provide explanations or theories resulting from the linking of information •Evidence of cause and effect judgments •Movement from descriptive to explanative 5. Extended abstract responses •Information is used to support positions from resources provided in the course (e.g., text; course notes) as well as outside resources (e.g., prior course information; journal articles; books) In this example, the student has made connections in not only the given subject area, but is also able to transfer the principles and ideas underlying the specific problem presented. NGT is an instructional method that facilitates skills in a group setting (ref). The NGT provides a structured and building