Fix markdown

events/20240918/20240918.md

@@ -2,11 +2,16 @@
 
 - Discussion leader: Richel
 - Date: 2024-09-18
-- Paper: Lockman, Alison S., and Barbara R. Schirmer. "Online instruction in higher education: Promising, research-based, and evidence-based practices." Journal of Education and e-Learning Research 7.2 (2020): 130-152. [Download page](https://eric.ed.gov/?id=EJ1258655)
+- Paper: Lockman, Alison S., and Barbara R. Schirmer.
+  "Online instruction in higher education: Promising, research-based,
+  and evidence-based practices."
+  Journal of Education and e-Learning Research 7.2 (2020): 130-152.
+  [Download page](https://eric.ed.gov/?id=EJ1258655)
 
 ## Meeting notes
 
-- Feedback can be left anonymously [here](https://docs.google.com/forms/d/e/1FAIpQLSebEw4skZfLKZcr3zm3Oq3Du1ZnlNCc4d7HHQrbRFkCblDLIA/viewform?usp=sf_link)
+- Feedback can be left anonymously
+  [here](https://docs.google.com/forms/d/e/1FAIpQLSebEw4skZfLKZcr3zm3Oq3Du1ZnlNCc4d7HHQrbRFkCblDLIA/viewform?usp=sf_link)
   and will be published online publicly
 - The person leading the discussion determines how to do that,
   my ideas may not be representative (and that is fine :-) )
@@ -44,7 +49,8 @@
 
 - Yellow: teaching cycle, from `[Bell, 2020]`.
 
-> Purple: influence with effect size, from [The Visible Learning website](https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/),
+> Purple: influence with effect size, from 
+> [The Visible Learning website](https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/),
 > and `[Hattie, 2008]` and `[Hattie, 2023]`.
 
 corpus:
@@ -81,23 +87,33 @@ corpus themes:
     - synchronous environments encourages active learning
     - synchronous environments requires greater student motivation
     - synchronous environments requires greater proficiency with the technology
-    - faculty feedback is more important to students than peer feedback, and timeliness and usefulness are qualities of effective feedback.
-    - Given the student perception that feedback can feel threatening, findings from a few studies indicate that perception of instructor presence can mitigate these feelings and improve student motivation.
+    - faculty feedback is more important to students than peer feedback,
+      and timeliness and usefulness are qualities of effective feedback.
+    - Given the student perception that feedback can feel threatening,
+      findings from a few studies indicate that perception of
+      instructor presence can mitigate these feelings and improve student motivation.
     - metacognitive support improves student higher level thinking
     - selection of learning partners in group activities is a factor in student success.
-    - mixed results whether the number and quality of instructor posts are related to student participation on discussion forums and course achievement
-    - mixed effectiveness from interventions designed to increase student participation in discussion forums – such as incorporation of orientation sessions, visual materials, and social media venues
-    - no significant correlations between viewing videos as preparation for in-class sessions and tests and learning outcomes
+    - mixed results whether the number and quality of instructor posts
+      are related to student participation on discussion forums and course achievement
+    - mixed effectiveness from interventions designed to
+      increase student participation in discussion forums – such as
+      incorporation of orientation sessions, visual materials, and social media venues
+    - no significant correlations between viewing videos as preparation
+      for in-class sessions and tests and learning outcomes
     - social media does not facilitate academic learning
-    - viewing videos as preparation for in-class sessions and tests has no effect on course achievement
+    - viewing videos as preparation for in-class sessions and tests
+      has no effect on course achievement
     - students are inconsistent in accessing videos
 - student engagement
-    - greater interaction with online course content is related to better course grades and satisfaction
+    - greater interaction with online course content is related to
+      better course grades and satisfaction
     - peer and instructor interaction are not consistently related to course satisfaction
 - student success factors
     - no correlations were found between student learning style and online course achievement
     - personal self-efficacy and Internet self-efficacy predict online academic achievemen
-    - online course achievement is increased by past academic success, motivation, family support, workload management, and digital literacy
+    - online course achievement is increased by past academic success,
+      motivation, family support, workload management, and digital literacy
 
 Effective face-to-face teaching: