ngage Students Outside of the Online Classroom December 5

Five Ways to Engage Students Outside of the Online Classroom

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Ubiquitous learning—the idea that everywhere you go, you’re learning all the time—lets us take advantage of the concept that in every interaction, there may be opportunities for students to engage with our subject matter, if we can just get them into that holistic thinking mode.

I am an avid knitter and like to knit all the time. When I need to learn something new about knitting, I’ll often go to YouTube or to some other online videos that I’ve seen. I might read a book or take an online course to learn some new ideas. I might talk with others who I see knitting or people who approach me. I like to knit out in public so that people might come up to me and talk about what I’m knitting.

Searching the web, talking with others, trial and error—these are good ways to learn things through experimentation and trying things out. But how does one get into this holistic thinking mindset in the classroom?

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online learning activities October 27

Which Assessment Strategies Do Students Prefer?

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While most faculty stick with the tried-and-true quiz and paper assessment strategies for their online courses, the wide range of technologies available today offers a variety of assessment options beyond the traditional forms. But what do students think of these different forms?

Scott Bailey, Stacy Hendricks, and Stephanie Applewhite of Stephen F. Austin State University experimented with different assessment strategies in two online courses in educational leadership, and surveyed students afterward on their impressions of each one. The students were asked to score the strategies using three criteria: 1) enjoyment, 2) engagement with the material, and 3) transferability of knowledge gained to practice. The resulting votes allowed investigators to rank the various strategies from least to most preferred by students.


Balancing quality and quantity August 22

Three Strategies to Improve Online Course Quality on Your Campus

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When talking about online education, quality can be hard to define. This should come as no surprise, though. Institutions have been struggling for years to define quality in face-to-face courses.

Consider this dictionary definition of quality: The standard of something as measured against other things of a similar kind; the degree of excellence of something.

Institutions may attempt to measure the quality of online courses and programs in a variety of ways, including student and faculty satisfaction data, retention rates, student evaluations of teaching, student learning outcomes for a course, peer (instructor) evaluations of teaching, course design, student graduation or exit surveys, employer surveys, etc.

There is no question that institutions have been placing more emphasis on the quality of their online programs in the last five to ten years. Here are some thoughts in response to that new interest—principles that I’ve found to be important in maintaining quality in online courses.

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close up on keyboard August 14

Engaging Students in Online Courses: Adding Experiential to Asynchrony

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Teaching online is a unique experience for faculty and students. Although I love the online environment for some courses, it does present its own challenges. One of those challenges is how to engage online students in activities that push them to go beyond simply reading, interpreting, and interacting. After all, the idea (in most cases) is that the student can apply their learning, knowledge, and skills in their respective fields of study. As such, we are constantly seeking ways to engage students in learning that goes beyond the “click-through” material.

In this article, I share a few ideas—starting with the simplest and working through some more complicated endeavors—that may assist you in bringing more engagement to your online classroom.


Ideas about online teaching learning August 4

What Students Can Teach Us about Online Learning

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My students participate in an activity called “Building a Learning Community” during the first week of classes. In this activity, completed via a discussion board, I ask them to share about three topics: what their best and “not best” teachers did that helped or hindered their learning, what peers have done that has had a positive or negative impact, and feedback on certain policies (e.g., late work, deadlines). The answers have taught me a lot about online teaching, and my responses on these boards provide the students with insight on what they can expect from me.

Students report that their “best” teachers had multiple ways to present ideas and were relatable and involved. They also enjoy lessons that include more than just reading the textbook and watching a lecture, lessons that, when appropriate, incorporate outside videos, other materials, or instructor-made videos to demonstrate concepts covered in the lecture and/or text. They typically define “relatable” faculty as those who make their enthusiasm for their topics and their students’ successes visible even through cyberspace, who talk “to them” about topics in lectures rather than “at them,” and who invite questions in person or virtually. Those identified as better teachers were those who make it clear they read discussion boards, either through being “on the boards” with the students or via the feedback given. Those instructors also tended to send a weekly message to wrap up lessons, preview the upcoming week, or comment on a common issue that might have come up in the class. These instructors were visible and obviously “in the class” with the students, being more of a “guide on the side” than a “sage on the stage.” The less effective teachers read straight from slides with no elaboration during video lectures, rarely encouraged students or gave much feedback, weren’t attentive to class concerns, and failed assignments for reasons such as formatting not being 100 percent correct. Students most commonly express frustration with past instructors who did not return emails or phone calls.

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online student at computer August 3

Set Students up for Success in Online Courses

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Student success comes from strong leadership, including establishing rapport, providing resources, and putting the onus of responsibility on the students, rather than the instructor. Perhaps the most important area for success in any online course is what I call the “start here” area. Let’s explore this idea further.

“Start here” area
Some instructors call this an introductory area or a “welcome to the course” area. I like calling it “start here,” because, quite frankly, it’s incredibly descriptive and leaves no room for misinterpretation.

Let’s take a look at the six key elements of a start-here area: the instructor introduction video, course expectations, main assignment tutorials, technology tutorials, student engagement areas, and a syllabus quiz.

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online student May 4

Designing Group-Based Learning Activities

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For a while in my online teaching career, I’d been reluctant to use group learning techniques with my students. My students are primarily undergraduate majors who have been out of school for a while and generally need more hand-holding (or so I thought). What I’ve learned after many years online is that even though my students work individually, they also work collectively as a group. In fact, my wonderful students often initiate working in teams when discussing issues in the forums, studying for the midterm, and giving each other advice for tackling the final project. I realized that group learning was already being used in my courses, so I concluded that I could expose my students to group-based learning activities and assignments that would benefit them in the long run.

When designing group-based activities, an instructor should consider these areas:

1) Group formation (how the groups are formed)
2) Group roles (assigning leaders and other roles)
3) Group conflicts (dealing with issues and conflicts)

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Online student working on computer January 13

How to Make Online Group Projects More Effective

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When we look at the value of collaborative group work, the research is clear: group work is beneficial to learning. It improves retention, critical thinking, persistence, motivation, satisfaction, engagement, time on-task, and the list goes on and on.

Now, these benefits are not unique to the online classroom. Collaborative group work is valuable whether you’re sitting in a face-to-face classroom or in an online classroom. But it’s important to remember that some of these benefits are uniquely suited for the online classroom.

Think for a minute about students in an online course. Most of them are sitting at home, maybe at work. They’re alone at a computer. It’s just them and the monitor. It’s not the most engaging atmosphere.

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college student sitting outside with laptop December 12, 2016

Five Ways to Make Your Online Classrooms More Interactive

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The convenience and flexibility of the online learning environment allows learners to develop new skills and further their education, regardless of where they live. However, for all of its benefits, online learning can sometimes feel isolating for students and faculty. The question is: how do you build a sense of community in your online courses? One approach involves cultivating more interaction—between you and your students and among the students themselves. Here are five practical tips for increasing the human connection in your online classrooms.


online student December 1, 2016

Effective Feedback Strategies for the Online Classroom

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Feedback is more than post-assignment commentary. When employed correctly, feedback can impact students on a variety of levels. It helps direct what they should do with their time, how they should feel about their efforts, whether their motivation level is appropriate, whether they are meeting expectations, and more.

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