Enhacing student engagement in flexible learning
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The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
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Enhacing student engagement in flexible learning
- 1. Republic of the Philippines University of Eastern Philippines Laoang Campus Laoang, Northern Samar
- 4. Jens Martensson What is humanizing? 4 Humanized learning increases the relevance of content and improves students' motivation to log-in week-after- week. When students relate to an online instructor as something more than a subject matter expert and begin to conceive of themselves as part of a larger community, they are more likely to be motivated, be satisfied with their learning, and succeed in achieving the course objectives (Picciano, 2002; Rovai & Barnum, 2003; Richardson & Swan, 2003). nobisjrmartin@gmail.com
- 12. Jens Martensson 12 nobisjrmartin@gmail.com nobisjrmartin@gmail.com Open Educational Resources (OER) are ‘materials offered freely and openly to use and adapt for teaching, learning, development and research’. - The Commonwealth of Learning (COL) http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world. - OER Commons http://www.oercommons.org/ OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. - The William and Flora Hewlett Foundation
- 17. Jens Martensson 17 nobisjrmartin@gmail.com nobisjrmartin@gmail.com STUDENT ENGAGEMENT PRACTICES. TECHNIQUES. TOOLS
- 20. BARRIERS TO STUDENT ENGAGEMENT Any factors that may contribute to lack of student engagement o Financial Stress o Lack of Campus/Course interaction in Social Media o Determine the social – Lack of interaction, social context o No or lack of reliable internet service Specific population of students serving to include? Goal Setting/Expectation assignments Description of student work/career experience Description of Life experience/ bio, family, interest Description of Professional and academic goals What are some effective strategies to minimizing barriers?
- 21. STRATEGIES TO MINIMIZE BARRIERS Active Learning Methods versus Passive Methods Passive Methods: Lecture, reading, audio, video, observing Active Methods: Discussion, student to faculty/student interaction, presentations, group projects, problem solving activities, service-learning group projects. Research has indicated that video-based feedback is more conversational and engaging with the students. Students see it as more collaborative and supportive, convenient.
- 22. EFFECTIVE TEACHING & LEARNING PEDAGOGY Create online social presence through synchronous conference and video feedback, profiles Extended learning beyond the classroom through social learning activities • Social Media Learning Activities (SMLAs) • Social Networking Sites • Social Studying Sites Provide online learning materials and online academic support resources • Open Education Resources (OER)
- 26. Ten Proven Strategies for Building High- Class Performance Get to know each other first Make sure that you understand your role(s) and the class LOs Respect the ideas and feelings of each other in the classroom Manage conflict effectively Continue to build relations with your students Think and act like a team Decenter and recenter – sharing individual points of view and a common goal Avoid groupthink Be flexible Periodically assess individual/class performance
- 27. ONLINE GROUP WORK Successful Strategies for Traditional and Distance Learning Group/Team Work Keep in mind to value and share your beliefs, knowledge, and skills Share and clarify your group’s mission and goals Openly discuss the challenges of virtual teaming and communication Be aware of the value of communication with other locations and invite feedback Identify and discuss cultural, organizational, and or geographic differences Take advantage of any opportunities to meet face to face. This will personalize and reinforce relationships Seek and share knowledge. Do not hoard it. Hoarding delays results and works against synergy Three Reasons Group Work is Essential to E-Learning Environment Students work on collaborative skills Innovation and Growth –Creating and developing ideas Social and Active Learning – Deeper learning occurs when you are engage with peers/classmates
- 28. o Academic challenge – deeper level thinking and reasoning/higher-order learning • Fostering relationships between faculty/staff and students • Campus environment (study abroad opportunities, service-learning and research with faculty, internships) o Deep Learning Approaches o Connected learning, higher-order thinking, integrative and reflective learning • Integrative learning: integrating ideas from various sources, diverse perspective, discussing ideas outside of class • Reflective learning: examining one’s own thinking and the perspectives of others, applying content to course materials and beyond the classroom.
- 29. Jens Martensson 29 nobisjrmartin@gmail.com nobisjrmartin@gmail.com Class Expectations for Online Communication
- 47. Relate?
- 48. Relate?
- 49. Relate?
- 50. Jens Martensson 50 nobisjrmartin@gmail.com How to Humanize Your Online Class by Michelle Pacansky-Brock and T&L Innovations @CI is licensed under a Creative Commons Attribution 4.0 International License. Access this Infographic online at: http://tiny.cc/humanize-infographic Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of asynchronous learning networks, 5(2), 1-17. Garris, Ahler, & Driskell. (2002). Games, motivation, and learning: A research and practice model. Simulation Gaming. December 2002, (33) 4, 441-467. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher Education, 2(2-3), 87-105. Krathwohl, D. R., Bloom, B. S. & Masia, B. B. (1964). Taxonomy of Educational Objectives, the classification of educational goals– Handbook II: Affective Domain New York: McKay. Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), July 2002, 21-40. Rovai, A. P., & Barnum, K. T. (2003). On-Line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Learning, 18(1), 57-73. Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), February 2003, 68-88. Smith, P. & Ragan, T.J. (1999). Instructional design. New York: John Wiley & Sons. Turner, J., & Paris, S. G. (1995). How literacy tasks influence children's motivation for literacy. The Reading Teacher, 48(8), 662-673. Wang, S. & Han, S. (2001). Six C's of Motivation. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/ References
- 51. References Bucher, R. (2010). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities. Columbus, OH: Prentice Hall Almanac of Higher Education 2013: Highlights. (2014, December 12). The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Almanac- 2013Technology/140801/ Center for Community College Student Engagement. (2013). A Matter of Degrees: Engaging Practices, Engaging Students (High-Impact Practices for Community College Student Engagement). Austin, TX: The University of Texas at Austin, Community College Leadership Program.