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Learning Strategies

Exploring the Latest Innovations in Online Teaching Methods and Learning Approaches

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In recent years, the field of education has witnessed a profound transformation with the advent of online teaching methods and learning approaches. These innovations have revolutionized the way knowledge is imparted and acquired, bridging geographical barriers and offering unprecedented flexibility to learners of all ages and backgrounds.  

As technology continues to evolve, educators and institutions are constantly exploring new strategies and tools to enhance the online learning experience, making it more interactive, engaging, and effective. This exploration of the latest innovations in online teaching methods and learning approaches is essential for staying at the forefront of educational excellence in the digital age. 

An Exploration into Teaching and Learning Online

Exploring innovations in online teaching and learning can determine what kind of course, in terms of the mix of face-to-face and online, is the natural next step after considering how educators want to teach a course (Bates 2022).  This exploration typically involves developments, and advancements in online teaching and learning, such as new technologies, pedagogical approaches, and research findings. Educators delve into various aspects to enhance the digital learning experience. Now, however, with the development of online and digital learning, there is a wide variety of ways in which learning can be accomplished. Indeed, there is a continuum of technology-based learning.  These are just a few of them that could be applied (Bates 2022):  

  • Experimenting with New Methods: Trying out innovative teaching methods, instructional design techniques, assessment strategies, and interactive learning tools to enhance engagement, motivation, and learning outcomes for students. 
  • Integrating Technology: Exploring the integration of technology tools and digital resources into the online learning environment, including virtual reality, augmented reality, artificial intelligence, gamification, multimedia elements, and interactive platforms. 
  • Collaborating and Networking: Engaging with experts, educators, researchers, and industry professionals on collaborative projects, partnerships, and communities of practice to share knowledge, exchange ideas, and co-create innovative solutions for online education challenges. 
  • Adapting to Changing Needs: Adapting teaching practices and curriculum design to meet the evolving needs, preferences, and expectations of learners in digital environments, including addressing issues related to accessibility, inclusivity, and diversity. 
  • MOOCs (Massive Open Online Courses): Analyzing course design approaches, behavioral patterns, completion rates, and instructional quality in MOOCs for professional learning. As stated in the book, “MOOCs are forcing every higher education institution to think carefully both about its strategy for online teaching and its approach to open education” (p. 296). 
  • Community of Inquiry Framework: Understanding and applying the Community of Inquiry framework to online teaching and learning, directly focusing on social presence, teaching presence, and cognitive presence. 
  • Embodiment in Online Teaching: Investigating how embodiment plays a role in online teaching, including the experiences of educators and learners in virtual environments, perception, emotion, language, movement, and interactions with digital tools. 
  • Learning Analytics: Utilizing data analytics and metrics to analyze user behavior, interaction sequences, and learning outcomes in online courses, including predictive analytics for student success and engagement. 
  • Research and Best Practices: Keeping abreast of current research, trends, and best practices in online teaching and learning, attending webinars, conferences, and workshops, and collaborating with experts and practitioners in the field. 

 A Female Teacher Tutoring Her Male Student

New Teaching Methods and Learning Approaches Exploration Within the Online Classroom

A study was conducted to understand how instructors rate the helpfulness of inclusive and equitable teaching strategies in online courses (Bates, 2022; Salmon, 2004). It also sought and identify differences in instructors to recognize, understand, and apply semantics, value systems, and organizational features (Bates, 2022). The results revealed several key insights into the perceived effectiveness of various teaching strategies, enabling students to recognize naturally occurring phenomena or classifications received notably high ratings from educators (Bates, 2022). These results further emphasized the value of personalized and student-centered pedagogical practices. 

Studies like this can reveal that using technology and learning approaches that are student-centered can improve student outcomes within a course.  Searching, researching, and choosing the right technology to yield the desire outcome is pivotal when adding it to a course.  Students want to know that the technology they are  interacting with is pertinent to their learning, and not just an impressive addition to the course.  Merlot is a repository of Open Educational Resources that might be of use for searching new technology.  Also, contacting the SCSU Online and Distance Learning team for a list of acceptable technology/software is also an option.

Staying abreast of current and up-and-coming learning approaches, could help keep educators ahead of the curve.  Publications like The Chronicle of Higher Education, websites like the Online Learning Consortium, and the courses offered through our Network of Educational Development (NED) can be helpful with this endeavor.  Once again, contacting the SCSU Online and Distance Learning team to learn about this information would be beneficial.

There will be a continual need to develop and implement innovative approaches that promote equity, accessibility, and engagement in digital learning environments. These digital learning environments will be ever-changing to meet the needs of the student population and to improve learning outcomes.  This will be crucial and needs to be facilitated by an ongoing collaboration among educators, researchers, and policymakers.   

If you are interested in learning more about which of the aforementioned efforts is right for your course, reach out to us via email or through Bookings. We can educate you about any of them and show you where to find them, how to create them or how to best use them.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97. https://doi.org/10.19173/irrodl.v12i3.890 

Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://inee.org/sites/default/files/resources/Teaching-in-a-Digital-Age-Third-Edition-General-1669733778.pdf  

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,18(1),32-4. https://journals.sagepub.com/doi/10.3102/0013189X018001032 

Garrison, D. R., & Vaughan, N. D. (2007). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://www.wiley.com/en-us/Blended+Learning+in+Higher+Education%3A+Framework%2C+Principles%2C+and+Guidelines-p-9781118269558  

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://www.sciencedirect.com/science/article/pii/S0360131505001752 

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf 

Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom: The realities of online teaching. John Wiley & Sons. https://www.researchgate.net/publication/281801191_Palloff_R_M_Pratt_K_Lessons_From_the_Virtual_Classroom_The_Realities_of_Online_Teaching 

Salmon, G. (2004). E-moderating: The key to online teaching and learning (2nd ed.). Routledge. https://books.google.com/books?hl=en&lr=&id=eVVRrpcXvGkC&oi=fnd&pg=PP1&ots=8dDNuElsFh&sig=NtQFPXxI1IWigfLooH5E2u5Sls0#v=onepage&q&f=false   

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. http://www.itdl.org/Journal/Jan_05/article01.htm 

Swan, K., & Ice, P. (2010). The community of inquiry framework ten years later: Introduction to the special issue. The Internet and Higher Education, 13(1-2), 1-4. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d618281bdb82eee9ef32e2cb0d682d549e1cb835 

Thirdman.(2020a). A female teacher tutoring her male student [Photograph]. Pexels. https://www.pexels.com/photo/a-female-teacher-tutoring-her-male-student-6502731/ 

Thirdman.(2020b). Person interacting with fellow student [Photograph]. Pexels. https://www.pexels.com/search/online%20teaching%20and%20learning/ 

Monisha Mohannaidu, currently serving as a Graduate Assistant at SCSU, brings three years of valuable experience from her work with advertising agencies around the world.  Apart from her professional background, she is an enthusiastic individual who has actively participated in several art workshops and has a proficiency in graphic design.   

Learning Strategies

Honing Students’ Soft Skills for Future Career Aspirations

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In courses that make up a student’s major, it is understood that the curriculum was developed with their potential career path in mind.  This may not be as true for the general education courses, but their curriculum is still of importance.  While major courses work on honing hard skills in preparation for the job market, general education courses can work on honing the soft skills.

Hard skills are the “technical skills and experiences that are used for a job or career”(Birt, 2023, para. 4), while soft skills are the habits, traits, and mannerisms that influence how a person works.  Examples of soft skills include interpersonal communication, delegation, initiative, critical thinking, reasoning, and adaptability, amongst other things.  By providing learning activities throughout the coursework, that practice these soft skills, students can become better prepared as they move toward their intended career.

While faculty are responsible for providing the opportunity to practice these skills, it is up to the students to take ownership of their learning by continue to build upon those skills.  Preparing students for their future careers in just as much the responsibility of the student as it is the college or university they attend.

Ways Faculty and Students Can Hone Soft Skills  

Below are some ways to help to move students toward their career goals.

  • Aligning Coursework: Thinking of the overall course in “big picture” terms, consider how it can align with students’ long-term career goals. Is what is to be gained from this course relevant to a student’s desired profession or field? Mapping your coursework to highlight the skills, knowledge, and experiences that can be transferable to future students’ career goals associated can ensures that students are investing their time and effort wisely.
  • Mapping Career Goals: Once learning objectives have been identified, encourage students to create a roadmap for the coursework to help develop an unobstructed vision toward their goals. Have them align the course objectives to the skills and experiences they will need to be successful in their future careers.  This will allow the learning process to become more personalized and help students to track their progress.

Flat lay photography of gold Iphone on opened notebook beside pen   

  • Learning Through Real-World Applications: Learning is not about the theory; it is also about application. Throughout the course, offer opportunities for students to learning through real-world scenarios. This could involve working on practical projects, completing internships, or discussing case studies. These practical applications could enhance various and desirable skills relevant of their career.
  • Learning Activities Using Soft Skills: The skills that any course can help students hone for a future career are soft skills.  In a report published by World Economics Forum “eight of the top 10 employable skills of 2023 are soft skills” (Busson, 2023, para. 2). These types of skills can be added to any learning activity, through discussion boards (communication and critical thinking), group work (collaboration and leadership), and project-based (problem solving and initiative) (Busson, 2023).
  • Displaying Student Work: Consider creating an ePortfolio in D2L for students to display the skills and knowledge that they have gained through their coursework. This will be an asset once they enter the job market, as it demonstrates their preparedness and relevance to potential employers. 
  • Evaluating Progress Toward Goals: Remind students to regularly assess their progress against their roadmap and the learning objectives. Is what they are learning contributing to their identified goals, as they initially planned? Encourage students to be open to adjusting their plan if they find that certain skills and experiences are not contributing as expected to their goals.

When faculty offer opportunities for growth toward an intended career, they can make the most of their students’ education. This means that careful attention is paid to what is taught and how it will help students towards their future in the workplace. This means designing learning activities that hone the soft skills that are desirable for future employers.  It is like having a smart strategy to make sure that the learning journey leads to success in a dream career.

If you want to explore how to align objectives and activities to support soft skills and workplace experiences, please contact the SCSU Online and Distance Learning team.  We can be reached via email or through Bookings.

Additional Reading:

For more information on course mapping, please check out our previous blog article.

References: 

Academic Partnerships. (n.d.). Begin with the end in mind: Map first! Faculty Commons. https://facultyecommons.com/webinars/begin-with-the-end-in-mind-map-first/

Birt, J. (2023, September 7).  Hard skills vs. soft skills: What’s the difference? Indeed. Retrieved December 7, 2023 from https://www.indeed.com/career-advice/resumes-cover-letters/hard-skills-vs-soft-skills

Busson, S. (2023, November 16). Align your teaching with the career needs of tomorrow. Harvard Business Publishing. https://hbsp.harvard.edu/inspiring-minds/align-your-teaching-with-the-career-needs-of-tomorrow/?icid=top_nav 

C. R. (2021, October 7). A guide on how to begin with the end in mind. Basics by Becca. https://basicsbybecca.com/blog/begin-with-the-end-in-mind

Gallagher, S. (2021, June 28). Begin with the end in mind. Proctor Gallagher. https://www.proctorgallagherinstitute.com/47606/begin-with-the-end-in-mind 

Jopwell. (2019). Group of people sitting inside room
 [Photograph]. Pexels. https://www.pexels.com/photo/group-of-people-sitting-inside-room-2422294/

Lewis, J. (2017). Flat lay photography of gold iPhone on opened notebook beside pen [Photograph]. Pexels. https://www.pexels.com/photo/flat-lay-photography-of-gold-iphone-on-opened-notebook-beside-pen-583847/ 

McCabe Union Elementary School District. (n.d.). Habit 2: Begin with the end in mind. https://www.muesd.net/Resources/The-Leader-In-Me/Habit-2-Begin-with-the-End-in-Mind/index.html  

McNamara, C. (2023, September 19). How to start strategic planning: Plan for a plan. (J. Talaguit, Ed.). Management Library. https://management.org/blogs/strategic-planning/2010/04/04/how-to-start-strategic-planning-the-plan-for-a-plan-part-1-of-3/

 

 

Monisha Mohannaidu, currently serving as a Graduate Assistant at SCSU, brings three years of valuable experience from her work with advertising agencies around the world. Apart from her professional background, she is an enthusiastic individual who has actively participated in several art workshops and has proficiency in graphic design.

DEI Learning

Promoting Equity and Belonging in Online STEM: Strategies for Culturally Responsive Practices

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The inclusion of Science, Technology, Engineering, and Mathematics (STEM) subjects in education fosters diversity and provides opportunities for students from various cultural backgrounds to engage in a comprehensive and enriching educational experience.

Culturally responsive teaching is a pedagogical approach that utilizes the cultural backgrounds, experiences, and perspectives of diverse students to enhance and personalize their learning experiences (Culturally Responsive STEM Committee, 2021). It goes beyond merely recognizing cultural differences; it actively incorporates these differences into the teaching process to create a classroom environment where all students feel valued, respected, and empowered to participate meaningfully. 

Adopting this approach entails tailoring teaching methods to align with students’ cultural experiences, thereby enhancing the relatability and engagement of the learning content (Thompson & Perez, 2021). Educators are tasked with actively seeking and integrating diverse perspectives into their teaching strategies, fostering an environment where students feel acknowledged and valued. As the educational journey unfolds, continual reflection and adaptation become crucial, ensuring responsiveness to the ever-changing cultural dynamics within the learning environment. 

Promoting Cultural Responsiveness in Online STEM Education

Educators who are committed to fostering an inclusive classroom that celebrates and respects students’ diverse backgrounds can empower all learners to thrive in a transformative academic environment.  Here are some strategies that educators can use to help them do so:  

Make Everyone Feel Welcome: Create a friendly online space where students from divergent backgrounds feel comfortable and respected.  For example, discussion boards where students share their cultural perspectives could foster a positive environment, ensuring everyone feels valued and respected. 

Use Diverse Examples and Culturally Relevant Resources: Include diverse types of resources and examples in your lessons to make sure everyone can relate to the material.   For example, in a history lesson, include narratives in recordings from various regions or cultures, ensuring that the material is relatable and accessible to students from diverse backgrounds. This approach could enhance the learning experience, making it more relevant and engaging for a diverse student body. 

Organize Community Engagement: Connecting students to STEM communities, organizations, and role models from diverse backgrounds is crucial. This could help students to feel a sense of belonging and may encourage them to pursue STEM fields. Educators can actively facilitate these connections by introducing guest speakers presentations, establishing access to field trips (both in-person and virtually), or promoting student participation in relevant organizations on campus. 

Establish Equity and Access: Educators should work to ensure that all students have equal access to educational opportunities. This may involve addressing disparities in access to technology, providing additional support for students with varying language abilities, and accommodating different learning styles and abilities. 

Use Inclusive Language and Explore Different Cultures: Use language that respects and acknowledges unfamiliar cultural perspectives and backgrounds. Avoid assumptions or stereotypes.  

Try learning about diverse cultures while being sensitive to them in your teaching.  For instance, in a lesson on scientific advancements, incorporate case studies highlighting collaborative efforts from scientists across the globe, emphasizing the global nature of STEM research. This approach could underscore cultural sensitivity in STEM learning, illustrating the interconnectedness of scientific achievements across diverse communities and creating an inclusive educational experience. 

Group of graduates, gathering joyfully.

Personalize Student Learning: Understand that each student learns differently and tailor the teaching to their needs.  Acknowledge the individual learning styles of each student and customize your teaching methods accordingly. Ensure fairness by allowing students the freedom to choose how they demonstrate their understanding. For instance, on a science assignment, provide options such as conducting an experiment, building a model, or delivering a brief presentation to display their comprehension. This approach could help to acknowledge diverse learning styles and strengths, creating an inclusive assessment environment. 

Encourage Group Work: Encourage students to work with classmates from divergent backgrounds.   For example, on a group assignment, deliberately pair students from diverse cultural or ethnic backgrounds to encourage a dynamic exchange of ideas. This collaborative method not only develops teamwork skills but could also provides students with valuable insights from various perspectives, creating a more inclusive and culturally diverse learning environment. 

Include Different Perspectives: Diverse cultures bring unique perspectives to STEM, so try showing how unfamiliar cultures think about different STEM topics.   Indigenous cultures often blend science with spirituality, Eastern philosophies emphasize balance, African cultures value community collaboration, Arab/Islamic cultures integrate faith and science, Latin American indigenous communities prioritize nature, and Nordic societies focus on societal impact (Thevenot, 2021). Recognizing these diverse perspectives could enrich the global understanding of STEM. 

These simple changes can help make online STEM courses better for everyone, no matter where they come from.  Culturally responsive teaching in STEM is an ongoing journey that involves a commitment to openness, feedback, and inclusivity. It is about continuously striving to create a learning environment where students from all cultural backgrounds feel valued and empowered to succeed in the STEM fields. 

Adding cultural responsive teaching could further enhance the learning environment for students who may need extra consideration. If you want to explore how to incorporate this type of teaching strategy into your online course, the SCSU Online and Distance Learning team can help.  You can reach out to us via email or through Bookings.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Culturally Responsive STEM Committee. (2021, February 10). About the Culturally Responsive STEM Initiative. STEMteachersNYC. https://stemteachersnyc.org/culturally-responsive-stem/ 

Thompson, C. & Perez, R. (2021). Strategies for culturally responsive online teaching in STEM. Online Learning Consortium. https://onlinelearningconsortium.org/webinar/strategies-for-culturally-responsive-online-teaching-in-stem/ 

Thevenot, Y. (2021, July 26). Culturally responsive and sustaining STEM curriculum as a problem-based science approach to supporting student achievement for black and Latinx students. NYU Steinhardt. https://steinhardt.nyu.edu/metrocenter/vue/culturally-responsive-and-sustaining-stem-curriculum-problem-based-science-approach  

Woit, S. (2022). Person Holding Glucose, Medicine Students [Photograph]. SCSU photos. https://stcloudstate.smugmug.com/CastleCampus/i-MGQxHg4 

Woit, S. (2022). Group of graduates, gathering joyfully. [Photograph]. SCSU photos.  https://stcloudstate.smugmug.com/2023EconomicImpact/i-r44z7bp 

 

Monisha Mohannaidu, currently serving as a Graduate Assistant at SCSU, brings three years of valuable experience from her work with advertising agencies around the world. Apart from her professional background, she is an enthusiastic individual who has actively participated in several art workshops and has a proficiency in graphic design.