Organizations like Flatiron School and Stack Overflow make particularly good use of this strategy. Focused on helping software developers build out their skill sets, these businesses facilitate collective learning through group problem-solving and community feedback. “It’s also just [having] people to vent with,” said Kate Cassino, CEO of Flatiron School. “How are you making your way through?”
Handshake, an early career exploration platform for college students, uses student-to-student messaging to help users reach out to others like them on the platform.
Ruben Harris, chief executive officer of Career Karma, a career navigation and mentorship platform, highlighted just how powerful audio rooms can be as a tool to drive meaningful conversation and community. “I can just organize everybody together, and they’ll give you the sauce that you’d never be able to find,” he said. “Someone that comes from an underestimated background that already broke in [to the tech industry] can give you insight.”
Jenn Hofmann is a graduate fellow working on student engagement issues for Stanford University’s Digital Education team.
We define student engagement as a constructivist approach to teaching and learning: less “sage on the stage” and more learning by doing.
Digital collaborative technologies embrace three important student engagement objectives: connecting students with the content, with the instructor, and with one another, within and across groups. Formulating, sharing, and getting feedback on responses benefits all students by increasing the exchange of ideas and approaches to the given prompt, helping students develop critical thinking skills through thoughtful peer review and analysis, and engaging them with timely feedback from expert instructors. Retaining these “blended learning” practices and additional affordances post-pandemic is worthwhile as we move to the next normal.
The five teaching enhancements/adaptations discussed above—collaborative technologies for sense-making, student experts in learning and technology, back channels, digital breakout rooms, and supplemental recording.
Looking for different ways for students to share their knowledge. I’ve done Jamboard, Google Slides, Discussion posts, padlet…I just want something different and am not able to come up with any great ideas here. Anyone come up with anything else fun or interesting? This is for an asynchronous course.
Using Creative Course Design to Increase Student Engagement
Keeping your learners engaged is a key to success in online learning. This webinar focuses on the tools and strategies that can be used to create an engaging learner experience and increase student success. We’ll share the components of course design that will help you to improve your courses and provide examples of what an engaging course looks like. Conestoga College will be joining us to share their recent experience using the Creative Services team at D2L to improve their online courses, and the benefits that they’ve seen.
Time 2:00pm ET
Audience: All
Presenter(s): Sandra Memmolo eLearning Developer, Kim Regehr Course Instructor, Christa Johnston Instructional Designer, Courseware Development
and about 20 articles from the link above with the general search:
Record: 1
A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)
Database:
ERIC
Record: 2
A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC
Database:
ERIC
Record: 3
Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC
Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC
Database:
ERIC
Record: 6
Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)
Database:
ERIC
Record: 7
Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)
Database:
ERIC
Record: 8
HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.
Database:
EBSCO MegaFILE
Record: 9
Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.
Database:
EBSCO MegaFILE
Record: 10
Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)
Database:
ERIC
Record: 11
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC
Database:
ERIC
Record: 12
On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC
Database:
ERIC
Record: 13
Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC
Database:
ERIC
Record: 14
Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.
Database:
EBSCO MegaFILE
Record: 15
Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.
Database:
EBSCO MegaFILE
Record: 16
Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC
The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.
Database:
EBSCO MegaFILE
Record: 19
The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC
Database:
ERIC
Record: 20
The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)
Database:
ERIC
Record: 21
The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC
the heart of the student engagement myth: that adding or changing classroom elements, doing a new project, or exposing a student to a new technology or method of instruction will magically transform apathy into a white-hot fire of curiosity.
True engagement comes when a teacher knows a student’s strengths and interests beyond the classroom and uses that knowledge to deepen relationships. If we go into our rooms each day to teach but not connect, we can’t expect students to care beyond a test score, if that.
Can you answer these questions about your students? If you can, how do you apply that knowledge to connect with them?
*What home issues are affecting their work?
*Do they have a non-academic passion?
*What are their favorite shows, games, songs, or books?
*Do they have a preferred learning style?
*What is their hidden talent?
*What goals do they have for themselves in the future?
My note: easily said then done; if the instructor is overloaded with 4 classes 100 students per class, the suggestion above is rendered useless.
The take-home message for instructors is that, to maximize student engagement, they should work with instructional designers and video producers to break up their lectures into small, bite-sized pieces.
how, in practice, did HyFlex instruction for large lectures work out? One University of Copenhagen researcher studied exactly that in a study just published in the Danish journal, Læring og Medier (Learning and Media).