Category Archives: Learning Strategies

Highlighting information related to activities, practices, and research that can be applied within an online course. This can include models, theories, strategies, etc.

Learning Strategies

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 Strategies

Engaging Learners in the eLearning Classroom

September 4, 2023 Aketi Harihara Varma and Kendra Self, PhD 2 Comments

Due in large part to the growth of online learning platforms and remote employment, eLearning has gained in popularity. eLearning has several advantages, but it can also pose challenges for students, such as the lack of face-to-face interaction and the potential for distractions. To ensure that all students have successful and pleasurable learning experiences considering the continuous rise of eLearning, it is crucial to put learner engagement first (Gao et al., 2013).

Strategies to Enhance Engagement in the eLearning Classroom

Create Interactive Content

Interactive material is one of the best strategies to keep students interested in the eLearning classroom. This can include video quizzes, games, simulations, and other learning activities. These activities can motivate students to take an active role in their education. Students are more likely to remain motivated and engaged throughout the learning process when given interactive content (Abykanova et al., 2016).

Provide Opportunities for Collaboration

Collaboration in a course is useful to promote the following purposes: “fostering community, sharing information and perspectives, and applying critical thinking and problem-solving skills” (Gao et al., 2013, p. 478). This can be accomplished in the online classroom through discussion boards, group projects, or virtual study groups. Students can interact with their classmates by exchanging ideas and getting feedback on their work.

Use Multimedia

Engaging students using multimedia in the eLearning classroom is another useful strategy. This can contain audio files, infographics, movies, and other visual aids that might improve students’ comprehension and memory of the learning material (Zhang et al., 2006). Multimedia could also be an assistive tool for students who may need another form of instruction or a visual application, that is separate from text.

Provide Personalized Feedback

Personalized feedback is an essential part of the learning process. Quizzes, tasks, and evaluations in the eLearning classroom provide students with the opportunity for tailored feedback. Students can get a chance to understand their strengths and weaknesses, pinpoint areas for progress, and feel more encouraged to continue their educational journey.

Foster a Sense of Community

Taking an online course can be particularly isolating. This can be especially true for students taking an asynchronous online course. Fostering a sense of community, by increasing social presence, can boost students’ motivation and engagement (Wei et al., 20212). This lends itself to increasing the likelihood of students feeling more linked to both their teacher and their peers (Wei et al., 20212). For the best learning outcomes in the eLearning classroom, student engagement is essential. Teachers can keep students motivated and involved throughout their learning process by developing interactive content, allowing chances for collaboration, utilizing multimedia, delivering individualized feedback, and building a feeling of community. Engagement in the online environment can be difficult, but not impossible. If you would like to learn more about different techniques and activities that can be easily incorporated into your online course, please 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 on engagement through the use of interactive applications, check out this previous blog post.

For more information on social presence and the other presences that make up the Community of Inquiry model, check out this previous blog post.

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 Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483. https://doi.org/10.1111/j.1467-8535.2012.01330.x K, M. (2022). Woman engaging in her work duties [Photograph]. Pexels. https://www.pexels.com/photo/woman-engaging-in-her-work-duties-12911794/ Rotar, O. (2022). Online student support: A framework for embedding support interventions into the online learning cycle. Research and Practice in Technology Enhanced Learning, 17(2). https://doi.org/10.1186/s41039-021-00178-4 Wei, C-W., Chen, N-S., & Kinshuk. (2012). A model for social presence in online classrooms. Education Technology Research and Development, 60(3), 529–545. https://doi.org/10.1007/s11423-012-9234-9 Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004 Harihara Varma Aketi is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. He did his bachelor’s degree in Information Technology, and currently, he is pursuing a Master’s in Computer Science at Saint Cloud State University.

Learning Strategies

What Students Can Derive From Purposeful and Deep Learning Discussion Boards

August 14, 2023 Suvekshya Adhikari 6 Comments

Presently, technology has integrated itself into the educational system and completely changed how we study. The usage of online discussion boards is one such innovation that has completely changed the way students learn. Discussion boards for deep and purposeful learning can support students by engaging in meaningful interactions with their peers and teachers, thus improving learning results (Osborne et al., 2018). According to the National Survey of Student Engagement (NSSE) (2018), students who participate in online discussion boards report better levels of engagement and satisfaction with their learning experience. The regular use of online discussion boards can contribute to an increase in both a sense of online community (social presence) and learning on a deeper level (cognitive community) (Garrison et al., 2010). These are only a couple of the several benefits offered by discussion boards.

Benefits of Deep Learning Discussion Boards for Students

Students are more likely to develop and utilize critical thinking. Discussion boards encourage students to submit queries, dispute hypotheses, and assess ideas, which fosters analytical and critical thinking skills. Students gain the ability to study a subject from several angles, take into account arguments and ideas, and draw their own conclusions when they participate in conversations (Osborne et al., 2018). They improve their capacity for critical thought and problem-solving skills by doing this.

They enhance collaboration skills. Students are strongly encouraged to collaborate, offer input, and build on one another’s expertise via a discussion board. This improves their teamwork skills, preparing them for future employment where collaboration is important.

Online discussion boards can be configured for anonymous posts, offering some students a secure environment. The anonymity of discussion posts, according to Bunker and Ellis (2001), “can encourage the shy learner who may hesitate to interact in face-to-face teaching and fail to ask for assistance or clarification if needed” (pp.3-4), to participate more and provide honest and open communication online. When they are anonymous, it reduces the risk of social stigma or judgment (Bunker & Ellis, 2001). The anonymity of discussion posts also can be seen as a way to protect freedom of speech and the ability to express unpopular or controversial opinions without fear of retaliation. Compared to face-to-face engagement, discussion boards can allow students 1) more time for reflection and 2) a potentially less stressful environment  to express their ideas and perspectives (Douglas, 2020).

Students develop a stronger class community. Positive changes in the classroom environment can be seen in the way that students interact with one another, how they trust one another more, how many questions they ask the teacher, and how they feel that the course is worthwhile and relevant to their needs (Rovai, 2004). By feeling more connected to their peers and the course material, students are likely to perform better academically. According to studies by Pekrun et al. (2009), a supportive learning environment can boost students’ motivation, engagement, and academic performance.
Learning occurs from peer reviews. Additionally, discussion boards allow students to benefit from peer evaluations. They get feedback from their peers, which can be used to discover areas for development and improve their comprehension of the subject. This encourages analysis and active deep learning.
It is easier to create an informed opinion. There are long intervals of time scheduled for a discussion online to consider the claims and assertions made by the other participants. Adequate research can be conducted on any questions, which additionally strengthens the points being presented. There is no longer a requirement for a prompt response. In this approach, well-considered opinions are encouraged.

Given the circumstances, students may gain a variety of advantages by taking part in focused and in-depth learning discussion boards. Students can gain a lot by taking part in these kinds of activities, from improving their comprehension of the course content to enhancing their critical thinking and communication skills.

If you need assistance with developing engaging discussion boards, the SCSU Online and Distance Learning team can help. We can provide the proper guidance and tools for any course. Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

For more information on applying active learning strategies, check out this previous blog post.

References:

Bitar, J. (2018, December 5). Indiana University Center for Postsecondary Research releases findings from a 2018 survey of student engagement. Higher Education Today. https://www.higheredtoday.org/2018/12/05/indiana-university-center-postsecondary-research-releases-findings-2018-survey-student-engagement/

Blackmon, S. J. (2012, July). Outcomes of chat and discussion board use in online learning: A research synthesis. Journal of Educators Online, 9(2). https://eric.ed.gov/?id=EJ985399

Burton, K. (2020). Faceless woman freelancer using computer in street
[Photograph]. Pexels. https://www.pexels.com/photo/faceless-woman-freelancer-using-computer-in-street-6084521/

Douglas, T., James, A., Earwaker, L., Mather, C., & Murray, S. (2020). Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions. Journal of University Teaching &Learning Practice, 17(3). https://doi.org/10.53761/1.17.3.7

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002

Osborne, D. M., Byrne, J. H., Massey D. L., & Johnston A. N. B. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student student collaboration: A mixed method study. Nurse Education Today
Volume 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014

Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher Education, 7(2), 79-93. https://doi.org/10.1016/j.iheduc.2003.10.002

Schneider, A. (2022, March 30). 5 online discussion benefits to improve your student’s thinking- Schnaq. Schnaq Bloq. Retrieved April 18, 2023, from https://schnaq.com/blog/en/online-discussion-benefits/

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.

Learning Strategies

What Students Can Derive from a Well-Designed Rubric

July 17, 2023 Anas Ahmed 2 Comments

Teachers want their students to flourish and realize their full potential. Using a well-designed rubric is one approach to assist students in this endeavor. A rubric is a tool used to explain the levels of performance for each criterion and to outline the expectations for an assignment or activity. It can assist students with understanding what they must accomplish to achieve success in the course. It could also help lessen subjectivity in grading practices. Students can benefit in a variety of ways when using a good rubric.

Benefits for Students

Sets Clear Expectations

Clear expectations for what students must do to succeed are one of the main advantages of a well-designed rubric. Students are more likely to succeed when what is expected of them is clearly stated. According to Andrade (2005), a well-designed rubric provides clear objectives, leading to fair and consistent grades for all students. Students can better understand the requirements for each level of performance and the unique evaluation criteria established by using a rubric. Providing students with a plan of success can help them feel less anxious and stressed about their coursework.

Improve Self-Assessment

A well-crafted rubric can also help improve students’ work through self-evaluation and feedback (Brookhart, 2013). Before turning in their work, students can evaluate it using the rubric to find areas of improvement and make the required adjustments. This can promote the growth of students’ metacognitive abilities and result in greater comprehension and a command of the content (Brookhart, 2013).

Reduce Subjectivity in Grading

As stated earlier, a well-crafted rubric can also decrease subjectivity in grading. There is less possibility for ambiguity or bias when grading standards are precisely established in a rubric. This can ensure that grades are given to all students fairly and consistently, regardless of the person assigning the grade.

Feedback for Improvement

Students can receive feedback on their work and suggestions for improvement from a rubric. Students may identify where they previously made mistakes and identify future improvements the next time rubric is used to grade an assignment. This could motivate students to assume more of a growth mindset and to take responsibility for their own learning and development.

Clarity in Communication

Wiggins (2012) suggests that rubrics can help facilitate clear and effective communication between teachers and students. Students are better equipped to ask thoughtful questions and seek out more useful feedback when clear expectations and standards are applied to evaluate their work. This may facilitate a more cooperative learning atmosphere and encourage greater engagement with the course content.

Designing Useful Rubrics

Now that some of the benefits of rubrics for students have been covered, how can useful rubrics be designed? Here are a few, brief tips to assist with the process:

Align the assignment’s or task’s learning objectives with the rubric.
When describing each level of performance, use simple language.
Give examples of work that reflect the various performance levels.
Allow for some flexibility and creative expression within the criteria of the rubric.
Review and adjust it frequently, to keep it current and useful.

A well-crafted rubric can benefit students in a variety of ways. This can include setting clear objectives, enhancing self-evaluation, reducing subjectivity in grading, providing feedback and development, and making communication simple. Teachers can foster a more encouraging and interesting learning environment to support student success by developing effective rubrics.

If you need help either writing or adding a rubric into D2L, we can assist with that. 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.

References:

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-31.

Andy, B. (2021). Person checking test papers [Photograph]. Pexels. https://www.pexels.com/photo/person-checking-test-papers-6684372/

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision and Curriculum Development.

Wiggins, G. P. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16.

Yan, K. (2016). Group of people smiling and standing near brown wooden table raising hands [Photograph]. Pexels. https://www.pexels.com/photo/group-of-people-smiling-and-standing-near-brown-wooden-table-raising-hands-8199562/

Anas Ahmed is a Graduate Assistant with 2 years of experience in Tech. He is passionate about Online Education and helping students achieve their full potential.