All posts by Nishika Gopathi and Kendra Self, PhD

Humanizing an Online Course Through Communication

November 27, 2023 Nishika Gopathi and Kendra Self, PhD Leave a comment

Whether a course is synchronous or asynchronous, students should feel that they are a part of it. They should also feel connected with others in the classroom. The feeling of “isolation and low self-esteem in students has been shown to result in low levels of engagement” (Li et al., 2022, p. 1). This can be attributed to the rapid growth of online learning and the transition from an in-person format to a virtual format. In addition to the transition is the ever-growing diverse student population.

One way colleges and universities can address this issue is by preparing faculty to design and facilitate inclusive online learning experiences that meet the requirements of all students more effectively. This may include offering a diverse range of teaching methods, more suited to a wider range of students. Humanized online teaching can also help to address aspects of learning through instructor-student connections and community.

The Humanizing Framework

Instructor-student communication matters tremendously in online learning. A major challenge that the instructors face in an online course, is how to make the learning experience humanized. This includes treating students and their input as an integral element of the course.

Multiple frameworks have incorporated the concept of humanizing an online course (Li et al., 2022). Frameworks such as the Community of Inquiry model, outline and explain three different presences: social, cognitive, and presence. Both social and cognitive presences are dependent on teaching presence (Garrison et al., 1999). Research has found that increased teaching presence, through interactions between the instructor and the student, corresponded with an increase in motivation and engagement, which could lead to higher grades (Li et al., 2022; Xu & Jaggers, 2014).

Michelle Pacansky-Brock, developed the humanizing framework in 2016, by taking into consideration other frameworks and modeling them together. She discovered that these instructor-student relationships are extremely beneficial, particularly for students who are unsure of their academic ability (Bengfort, 2023). Three elements emerged as essential in making humanizing communication in a class. They were presence, empathy, and awareness.

Presence: Instructors need to be present in an online class and they should be available to communicate with students at appropriate times in Zoom sessions. Instructors, for example, can create a lively welcome video and make their presence felt throughout the class. They could provide feedback in audio or video format. They could create a sense of community in the class, by greeting students with a video each week. Instructors can also offer synchronous meetings for students who need some guidance.
Empathy: Instructors should be approachable so that students won’t have any apprehensions in meeting them. They should be able to sense when students need some extra support and when to be lenient. Taking the time to explain difficult concepts during one-on-one sessions or even providing links to multimedia (videos, podcasts, etc.) are very supportive to students.
Awareness: Instructors should get to know their students. To do so, they could conduct a survey during the first week of class as a means of formative feedback. For example, ask students their preferred format of assignment submission, teaching method, and any other valuable insights that they would like to provide.

Humanizing an online course through communication is critical for producing an effective and engaging learning experience. Students might feel more connected to the instructor and their peers by including various communication tools such as discussion boards, video conferencing, and personalized feedback. Additionally, emphasizing the importance of social interaction and community-building can foster a positive learning environment and increase student motivation and retention. Ultimately, by prioritizing communication and creating a sense of connection within an online course, instructors can humanize the learning experience and provide students with a more fulfilling and enriching educational experience.

If you are interested in which humanization methods are right for your course, just let us know. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information about adding teacher presence to your course, check out this previous blog post.

References:

Bengfort, J. (2023). Q&A: Michelle Pacansky-Brock humanizes asynchronous Learning. EdTech Focus on Higher Education. https://edtechmagazine.com/higher/article/2023/05/qa-michelle-pacansky-brock-humanizes-asynchronous-learning

Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2(2–3). https://doi.org/10.1016/S1096-7516(00)00016-6

Li, Q., Bañuelos, M., Liu, Y., & Xu, D. (2022). Online instruction for a humanized learning experience: Techniques used by college instructors. Computers & Education 189(104595), 1-12. https://doi.org/10.1016/j.compedu.2022.104595

Piacquadio, A. (2022). Cheerful surprised woman sitting with laptop [Photograph]. Pexels. https://www.pexels.com/photo/cheerful-surprised-woman-sitting-with-laptop-3762940/

Shvets, A. (2020). People on a video call [Photograph]. Pexels. https://www.pexels.com/photo/people-on-a-video-call-4226261/

Xu, D. & Jaggars, S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633–659. http://www.jstor.org/stable/43694576

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.

Learning Strategies

Universal Design for Learning: Creating Inclusive Learning Environments

November 6, 2023 Nishika Gopathi Leave a comment

Educators are responsible for ensuring all students have access to high-quality learning experiences by utilizing suitable educational resources. One way to do this is through Universal Design for Learning (UDL), a framework that offers a flexible curriculum design approach that meets the diverse needs of all learners.

“Universal Design for Learning (UDL) is a framework for designing curriculum that provides all students with equal opportunities to learn” (TEAL Center staff, n.d. para. 2). UDL aims at creating a learning environment that is accessible to everyone, irrespective of their background, learning style, and ability level. UDL is based on the idea that there is no one-size-fits-all approach to learning. By providing multiple ways of presenting information, engaging students, and assessing learning, the diverse needs of learners can be better supported.

UDL was first introduced in the 1990s by architects who were looking for ways to create more inclusive environments for people with disabilities (Ralabate, 2011). It was termed a barrier-free design. It has been proven that students’ functional capacity gets enhanced when barriers to knowledge are reduced (Moore, 2007). Barriers to learning are not due to a learner’s inability to grasp the content, rather it is due to the methods and techniques that are provided through which the material can be consumed.

Since then, it has been adapted for use in education and has gained widespread recognition as an effective approach to teaching and learning. The concept behind UDL is that it should be able to accommodate a wide range of audiences. An example of UDL is curb cuts on sidewalks. They were initially introduced to benefit people in wheelchairs, but they turned out to be useful for many others like parents pushing strollers, blind people, joggers, cyclists, and more (Moore, 2007).

Key Principles of Universal Design for Learning

The UDL framework is based on three key principles. By incorporating these principles into curriculum design, educators can create a learning environment that is more inclusive and supportive of all learners.

Multiple Means of Representation

Information is provided in multiple ways to meet the diverse needs of learners. This might include using visual aids, audio recordings, or written materials to present information. If there is a video in the content, include captions or transcripts for accessibility.

Multiple means of engagement

Multiple avenues of engagement are provided to learners to promote motivation. This might include offering multiple-choice options for assignments, the use of real-world examples, or providing opportunities for collaboration.

Multiple means of expression

Multiple avenues are provided for learners to demonstrate their understanding. This might include offering diverse types of assessments, such as written essays, oral presentations, or projects. That way, students are allowed to submit assignments in the format of their choice. For instance, instead of a WORD document, students submit a hand-written assignment, that is photographed with a phone or tablet, then uploaded. This can promote a sense of belongingness and creativity in students.

Implementing Universal Design for Learning in the Classroom

There are several ways that educators can implement UDL in the classroom. One approach is to start by identifying the diverse needs of learners in the classroom and then designing curriculum and instruction that meets those needs. Below are several approaches that educators can take to identify and mitigate barriers faced by students.

Approach 1: If a student is visually impaired, providing materials in an audio format may be more effective.
Approach 2: If a student struggles with writing, offering alternative forms of assessment, such as a video project or an oral presentation, may be more appropriate.
Approach 3: If a student struggles with comprehension of the content, a discussion between the educator and student is integral to learning, as the most effective techniques and methods can be focused upon (Hall, 2019).
Approach 4: If a student struggles with the current means of assignment submission, provide multiple options for completion to demonstrating their understanding. This might include offering multiple choices for assignments, providing scaffolding to support struggling learners, or providing extension activities for advanced learners.

Universal Design for Learning is an effective approach to creating inclusive learning environments that meet the diverse needs of all learners. By incorporating the key principles of UDL into curriculum design and instruction, educators can provide students with multiple ways of presenting information, engaging students, and assessing learning. As a result, students can access and participate in the learning process, leading to improved outcomes for all learners.

Various aspects of UDL can be added to any course. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information about adding equity to your technology, check out this previous blog post.

For more information on engaging your students, check out this previous blog post.

References:

Cameron, J.M. (2020). Person using silver iMac while holding pencil [Photograph]. Pexels. https://www.pexels.com/photo/person-using-silver-imac-while-holding-pencil-4144228/

CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org

Hall, T. E., & Meyer, A. (2019). Universal design for learning in the classroom: Practical applications. New York: Guilford Press. https://eric.ed.gov/?id=ED535760

Krukau, Y. (2021). A man writing on the blackboard [Photograph]. Pexels. https://www.pexels.com/photo/a-man-writing-on-the-blackboard-8197526/

Moore, S. (2007). David H. Rose, Anne Meyer, teaching every student in the digital age: Universal design for learning. Educational Technology Research and Development, 55(5), 521-525. https://doi.org/10.1007/s11423-007-9056-3

Ralabate, P. (2011). Universal design for learning: Meeting the needs of all students. Reading Rockets. https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

Samkov, I. (2020). Photo of woman taking notes [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-woman-taking-notes-4458554/

TEAL Center staff. (n.d.). TEAL center Fact Sheet No. 2: Fact Sheet: Universal Design for Learning. LINCS. Retrieved April 26, 2023, from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/udl

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St Cloud State University. She is a student of Information Assurance.  She likes to paint and travel in her free time. 

Learning Technology Integrations

Interactive Learning Applications in the Online Classroom

March 13, 2023 Nishika Gopathi and Kendra Self, PhD 2 Comments

Online interactive learning has become an integral part of academic life since the advent of the pandemic. The entire world was at a standstill, but the learning process had to continue. Certain programs, apps, and techniques were adopted and popularized during that time, which are relevant and adaptable in this online medium of teaching. These resources came to be known as interactive learning applications. Interactive learning applications are software programs designed to engage learners in active participation, feedback, and collaboration. These applications incorporate various multimedia elements, such as videos, animations, and virtual or augmented reality simulations, to enhance the learning experience.

Students have become accustomed to this method as it is interesting, and innovative and engages them with the content present in the course. They can access it just with resources available to them during the online class, such as a handheld device and an internet connection. In an online learning environment, learning is both active and interactive, which can make the process interesting to students. The main goal of instructors during an online class is to keep students engaged and actively participating in the course. It can be overwhelming for instructors to create a wholesome learning experience and they might face hurdles that seem impossible for them to overcome. In such circumstances, there are tips that can be incorporated to make the learning process effective.

Tips for Creating Interactive Learning Experiences:

Let Students Explore the Learning Material

Students exploring the course content is key to learner engagement (Pappas, 2021). Instructors can include links to other related material, which might provide the students with more context about the topic. The course can be made more exploratory and exciting by including facts in the form of bars and graphs or pictures, videos, and interactive visual aids.

Incorporate Visuals into the Course

The content in the courses can be overwhelming to the students at first sight. So, it is important for them to feel at ease, by providing a variety of visual aids like pictures, videos, and animations, as it enhances the learning process (Shabiralyani et al., 2015). Visual aids could help students memorize and recapitulate the main concepts in a chapter or lecture. Visual aids can also be helpful to students facing learning barriers, where understanding is hindered by just reading text.

Make Learning Activities Challenging

Make the activities, assignments, and discussions in the course challenging but not impossible to complete. These activities should tap into the intellect of students and let them understand their potential, rather than adjusting to what is presented. In-depth content for the given topics can also be provided as links to other materials, along with links for materials that are easy to understand. Instructors should make use of diverse kinds of strategies to keep students engaged and increase the quality of learning.

Make the Experience Personalized

The learning experience can be tailored according to a learner’s specific needs or experiences. The student’s name can be included in an announcement, discussion, or in email communication. Also, setting up an online course in an asynchronous format allows students the freedom to work their way through the course.

Set Your Learners on a Journey

Storytelling or narration can be used to explain a concept to the learners using realistic scenarios and real-life examples relevant to the content. It enhances their critical thinking skills and allows them to think about what the consequences would have been if they were in that situation, and how they would have used their knowledge or skillset.

Create a Collaborative Environment

The learning environment needs to be enriching and engaging. Such an environment will help students boost their self-confidence, self-assurance, and increase their reliance. This can help learners to come out of their shells by building connections through talking to their peers and working on group activities or projects. Underperforming students may become motivated to participate and overcome their fear of socializing or language barriers. They can do so by communicating their thoughts, ideas, and experiences with their classmates. All these aspects could pave the way for personal and professional self- development in the future (Anderson, 2008).

Provide Real-world Scenarios

Providing real-world scenarios as examples in the content will help learners gain knowledge about the topic by connecting the information to something familiar to the student. Real-world scenarios will help learners to analyze challenging situations and act accordingly in their personal or professional lives in the future.

Virtual or augmented reality simulations are technological environments created to mimic the real world for learning and studying purposes. Allowing students to test out different scenarios in a controlled environment could decrease the likelihood of mistakes made during real applications. Mostly in education, simulations are used in lab environments to test hypotheses so they can observe and experiment safely and efficiently (Adipat et al., 2021).

Offer Gamification and Game-based Learning

Gamification and game-based learning (GBL) are powerful tools that can be used to make learning more enjoyable. Gamification incorporates certain elements featured in games (points, scoreboards, and awards) into the learning content, while GBL facilitates learning using actual games (Kahoot and H5P) (Mospanyuk, n.d.; Radu, 2021). GBL is particularly effective for teaching new skills and concepts, by embracing digital or non-digital games. It is used to balance the theoretical content and learning, with the introduction of entertaining games. These educational games are structured in such a way that they obtain maximum user attention.

Gamification elements could be added to spark a competitive spirit among students while going over learning materials. Students can gain awards for certain achievements within the course, or even earn points that could earn them a reward at the end of the course.

Interactive Learning Tools and Websites

SCSU has access to various tools, programs, and applications that faculty can use to keep the students active and engaged in an online class. A few of them are:

Kahoot

This is a game-based learning (GBL) platform, which can be accessed through its website or app. On this platform, instructors can use predesigned games and quizzes for many subjects or design their own. As students go through the game or quiz, their points are displayed on a scoreboard. For use within a course, instructors will need to sign up for an account so that students would not have to.

Microsoft Sway

This application allows for learning material to be displayed in an interactive way. With the assistance of premade templates, activities, and multimedia can be added to content to make it more engaging. Students are free to listen to audio, watch video clips, compare and contrast images, and more. Once completed, each Sway can be added to a course via a link.

Zoom polls and quizzes

For synchronous online courses, Zoom has interactive polls and quizzes. Either of these interactive activities could be dropped in during a class meeting to prompt engagement, conversation, and learning. There are options to create simple polls, advanced polls, or quizzes. Question types available are single-choice, multiple-choice (multiple answers), matching, ranking, short-answer, and long-answer. Images can even be added to quiz questions. Once answers are submitted, line charts are displayed with answer choice values that can be discussed during class.

Whiteboards (Zoom or Microsoft)

These features enable the instructor to provide a medium for writing and drawing exercises or collaboration efforts between instructor-students or student-student. Both contain premade templates, either grouped by subject (Zoom) or concentration (Microsoft), with free handwriting as the default. Both also contain additional articles that can be added to the board, such as sticky notes, and shapes. Once completed, the whiteboard can be saved, downloaded, and shared with students.

Mediaspace hotspots and quizzes

These features allow students to interact with instructor-developed media. Within a video lecture or talk, instructors can design brief pop-up activities, in the form of quizzes, or information (hotspots). Quizzes can be placed within the media to check for understanding or as a reflective exercise, with scores provided at the end of each quiz. Hotspots can be added to a video for students to click on with links, images, articles, etc., which can add interest to the overall experience.

H5P

This software has a vast library of interactive content that can be developed and added to a course. Instructors can design anything from games, quizzes, written activities, study materials, and more. Interactive presentations and books can also be made with this software for further student engagement. H5P is an extensive tool that can be used to better immerse students within the content. If you are interested in H5P, make sure that you sign up with Scott Wojtanowski at ed-innovations@minnstate.edu and have it enabled for every course that it will be used in.

Creating effective and engaging e-learning content requires careful planning and execution. By following these tips, you can create interactive learning experiences that will engross learners and help them to retain the information. A few things to keep in mind are to get to know your audience, use visuals, make it interactive, provide feedback, foster collaboration, and make it mobile-friendly. By doing so, you can create e-learning content that is both effective and engaging. If you are interested in any of the above interactive tools and websites, please contact SCSU Online and Distance Learning team via email or through our Bookings site.

References:

Abykanova, B., Nugumanova, S., Yelezhanova, S., Kabylkhamit, Z., & Sabirova, Z. (2016). The use of interactive learning technology in institutions of higher learning. International Journal of Environmental and Science Education, 11(18), 12528-12539. https://files.eric.ed.gov/fulltext/EJ1124626.pdf

Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education (IJTE), 4(3), 542-552. https://doi.org.10.46328.ijte.169

Anderson, T. (Ed.) (2008). The theory and practice of online learning (2nd ed.). Athabasca University Press. https://www.aupress.ca/app/uploads/120146_99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

Baig, M. A. (2011). A critical study of effectiveness of online learning on students’ achievement. Journal of Educational Technology, 7(4). 28-34. https://files.eric.ed.gov/fulltext/EJ1102153.pdf

Cameron, J. (2020). Man in yellow crew neck t-shirt vsing VR headset
[Photograph]. Pexels. https://www.pexels.com/photo/man-in-yellow-crew-neck-t-shirt-using-vr-headset-4144179/

Cottonbro Studio. (2020). Person in white long sleeve shirt using iMac [Photograph]. Pexels. https://images.pexels.com/photos/5083397/pexels-photo-5083397.jpeg?auto=compress&cs=tinysrgb&w=600

Giorgdze, M. & Dgebuadze, M. (2017). Interactive teaching methods: Challenges and perspectives. IJAEDU- International E-Journal of Advances in Education, 3(9). 544-548. https://doi.org.10.18768/ijaedu.370419

Khandve, P. (2016). Interactive teaching and learning activities. ISTE 45th annual national convention and international conference on challenges and opportunities in technical education in era of sustainable development. Indian Society for Technical Education. 104-110. https://www.researchgate.net/publication/292695438_Interactive_Teaching_and_Learning_Activities

Mospanyuk, A. (n.d.). Gamification vs game-based learning: what’s the difference? Gamify. https://www.gamify.com/gamification-blog/gamification-vs-game-based-learning-whats-the-difference#:~:text=Gamification%20is%20the%20application%20of,out%20of%20an%20entire%20process.

Pappas, C. (2021, May 12). 7 Tips to develop a successful interactive eLearning strategy. eLearning Industry. https://elearningindustry.com/7-tips-to-develop-successful-interactive-elearning-strategy

Pixabay. (2016). Person Using iPad [Photograph]. Pexels. https://images.pexels.com/photos/35550/ipad-tablet-technology-touch.jpg?auto=compress&cs=tinysrgb&w=1260&h=750&dpr=2

Radu, A. (2021, November 16). Key differences between game-based learning and eLearning gamification. eLearning Industry. https://elearningindustry.com/key-differences-between-game-based-learning-and-elearning-gamification

Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the Learning Process Case Research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19). 226-233. https://eric.ed.gov/?id=EJ1079541

Shvets, A. (2020). People on a video call [Photograph]. Pexels. https://images.pexels.com/photos/4226122/pexels-photo-4226122.jpeg?auto=compress&cs=tinysrgb&w=600

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St. Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.

Learning Strategies

Community of Inquiry Model

February 6, 2023 Nishika Gopathi Leave a comment

The community of inquiry model is a framework for teaching and learning in online environments. This model focuses on creating a collaborative and interactive learning environment. It is based on the idea that learning is a social process. This model emphasizes the importance of three interrelated elements: social presence, cognitive presence, and teaching presence.

Social Presence

Social presence refers to the ability of participants in an online learning environment to establish and maintain interpersonal relationships. It is essential because online learning can be isolating, and learners need to feel a personal connection to their peers and instructors, to be motivated and engaged. Communication tools such as discussion boards, breakout rooms, and Zoom meetings can be used for this purpose. These tools allow learners to interact with one another and their instructors, creating a sense of community and connection.

In addition to communication tools, instructors can also promote social presence through activities and assignments that encourage collaboration and interaction among learners. This can include group discussions, peer feedback, and collaborative projects. Social presence is an essential component of effective online learning, and instructors should strive to create environments that foster social interaction and connection among learners.

Cognitive Presence

Cognitive presence refers to the extent to which learners can construct meaning from the information and resources provided in the online environment (Marshall & Kostka, 2020). Cognitive presence requires the active engagement of learners in critical thinking, problem-solving, and reflection. It is essential because online learning can be passive, and learners need to be challenged and supported to make meaning of the material.

In order to foster cognitive presence, instructors should provide learners with opportunities to engage with the material in a deep and meaningful way. This can include case studies, problem-based learning, and open-ended discussion prompts. Instructors can also support cognitive presence by providing timely and constructive feedback on learners’ work, encouraging learners to reflect on their learning, and promoting critical thinking and problem-solving skills.

Overall, cognitive presence is an essential aspect of online learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Teaching Presence

Teaching presence refers to the ability of instructors to design, facilitate, and support online learning activities that foster cognitive presence among learners. This includes providing clear learning goals and objectives, using appropriate instructional strategies, and providing timely and constructive feedback. Teaching presence refers to the role of the instructor in facilitating and guiding the learning process. It is essential because online learning can be unstructured, and learners need guidance and support to succeed.

To establish a teaching presence, instructors should be proactive and responsive in their interactions with learners. This can include responding to learner questions and concerns promptly, providing feedback on learner’s work, and offering guidance and support as needed.

Instructors can also promote teaching presence by communicating clearly and concisely, using various instructional strategies, and providing learners with opportunities to reflect on their learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Together, these three elements form the basis for a rich and engaging learning experience in online environments.

The community of inquiry model emphasizes the importance of ongoing dialogue and interaction among students and instructors to foster a collaborative and supportive learning environment. Through various online tools and technologies, students and instructors can engage in discussions, share resources, and provide feedback on each other’s work.

This model aims to provide an engaging and practical online learning experience that promotes student learning and critical thinking skills. It provides a valuable framework for understanding and improving the quality of online learning. By focusing on the development of social, cognitive, and teaching presence, instructors can create online learning environments that are engaging, challenging, and supportive. This can lead to improved learning outcomes, increased learner satisfaction, and tremendous overall success in online learning.

References:

Arbaugh, J. B. (2008). Does the Community of Inquiry framework predict outcomes in online MBA courses? The International Review of Research in Open and Distributed Learning, 9(2). https://doi.org/10.19173/irrodl.v9i2.490

Danilevich, O. (2020). Man Sitting in Front of Three Computers [Photograph]. Pexels. https://www.pexels.com/photo/man-sitting-in-front-of-three-computers-4974915/

Garrison, D.R., & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), pp. 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001

Holmes, K. (2020). Ethnic girl having video chat with teacher online on laptop [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Kampus Production. (2020). Focused multiethnic students doing research together [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Marshall, H. W., & Kostka, I. (2020, July 31). Fostering teaching presence through the synchronous online flipped learning approach. The Electric Journal for English as a Second Language, 24(2). https://eric.ed.gov/?id=EJ1268565

Norum, S. (2021, September 12). A community of inquiry infographic. RRU Malat Blog. https://malat-webspace.royalroads.ca/rru0167/a-community-of-inquiry-infographic/

Thuan, N., & Hiep, P. (2021, October 6). Virtual classroom connections: Enhancing three presence elements via online tools. Times Higher Education: Campus Learn, Share, Connect. https://www.timeshighereducation.com/campus/virtual-classroom-connections-enhancing-three-presence-elements-online-tools

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St. Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.

Learning Strategies

Active Learning Strategies

November 14, 2022 Nishika Gopathi 2 Comments

Student participation and engagement are key areas of focus for instructors. Active learning strategies can be successful among students when the instructors teaching the material are thoughtful and diligent in the design of learning. Active Learning strategies deal with how students encounter the topic, how they are engaged with it, and how they reflect upon it.

Student engagement can be successful when instructors are willing to expand their practices to accommodate the needs of the active learning process. These methods include creative activities, group projects, brainstorming sessions, and discussions. Such activities will help the students engross themselves in the study material and help them quickly and effectively retain new information. Students tend to remember information much more effectively through an activity they had taken part in compared to a topic that the instructor just taught.

Active learning can be enacted as a form of student participation within the classroom. Both students and instructors need to be fully invested in this concept, as the outcome of these techniques is highly valuable. These techniques put the student in charge of their education. The best thing about this process is that it can be done in a physical classroom or in an online setting. Instead of just listening to someone speak, students are expected to read, write, and discuss the core concepts they are currently learning.

Strategies for Implementing Active Learning Within a Course

Game-based learning can be fun and engaging for students. It can include crossword puzzles, IQ games, roleplaying, and Four Corners. Four Corners is a game that presents several answer options to a single question; this is a practical approach to multiple-choice questions. Such activities redefine student engagement.
Problem-based learning is a method where the student’s critical thinking skills will be tested along with their approach to solving the problem. This method helps students to deal with real-life problems as well.
Collaborative learning is a technique where groups of students work toward solving a problem, by allowing them to inculcate each other’s viewpoints to solve the problem.
Discussion-based learning involves everyone in the class talking about a particular topic so that the students can gain knowledge from different viewpoints. This activity can also be completed online, through the Discussion board feature, available in our LMS.
The jigsaw method involves students forming groups of three to four to work on a task related to the lesson content. Each student will be assigned one task within the group, where each student will be aware of the material, and can teach it to their fellow group members.
An activity that is both creative and engaging is that of visual lists. Students can create a list related to a particular topic using pictures, symbols, and images.
Live word clouds can also summarize a topic in a few words. This will help students to break down complex topics into a few words, which can be used to remember that topic.
Reciprocal questioning is when the student takes up the role of a teacher, creates or gathers a few questions from the topic, then asks the rest of the class the questions. This technique promotes curiosity and discussions among classmates.
The pause procedure is a technique in which the instructor arranges pauses of two to three minutes between ten to fifteen minutes of lecture time. This allows the students time to review and reflect on their notes, then discuss their queries.
The Muddiest point technique helps identify the unclear point in a topic. When the students can rate their understanding of a topic, it becomes easy for them and the instructor to identify the concepts that need further study.
The Learning Cell is a very effective activity for active learning. It is when a pair of students are expected to study and learn together by asking and answering each other’s questions. They will then discuss the similarities and differences in their notes after the class. In this way, students can focus on the points they had difficulty understanding. This activity also involves the instructor going from group to group, asking questions, and giving feedback to the students (Raudys, 2022).

Active learning encourages student interaction and confidence because participating in such activities motivates them to take risks. Instructors can utilize these techniques to help students overcome their difficulties, by using the knowledge they have gained from the activities and their experiences. If you are interested in adding these strategies to your courses, please reach out to the SCSU Online and Distance Learning team. Reach out to us via email or through Bookings.

References:

Albracht, L., & Hurson, L., (2019, August 28). Active learning strategies. Center of Teaching and Learning, Baruch, CUNY. https://blogs.baruch.cuny.edu/activelearning/activity-list/

Faculty Focus. (2021, July 22). How to implement active learning strategies and activities in your classroom. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/effective-teaching-strategies/how-to-implement-active-learning-strategies-and-activities-into-your-classroom/

Fauxels. (2019a). Group of people sitting indoors [Photograph]. Pexels. https://www.pexels.com/photo/group-of-people-sitting-indoors-3184361/

Fauxels. (2019b). Woman wearing gray cardigan and eyeglasses [Photograph]. Pexels. https://www.pexels.com/photo/woman-wearing-gray-cardigan-and-eyeglasses-3184295/

Raudys, J. (2022, September 13). 8 active learning strategies and examples. Prodigy Education. https://www.prodigygame.com/main-en/blog/active-learning-strategies-examples/

Williams, A., & O’Dowd, D. (2021, January 19). Seven practical strategies to add active learning to a science lecture. Neuroscience Letters | Science Direct. https://www-sciencedirect-com.scsuproxy.mnpals.net/science/article/pii/S0304394020305875

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St. Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.