Tag Archives: classroom

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

Let Students Know You Exist: Adding Teacher Presence to Your Online Course

June 19, 2023 Anas Ahmed 2 Comments

The absence of in-person interaction in the world of online education frequently causes students to feel disengaged. Without a teacher’s physical presence, students might feel alone and disinterested in their studies, which can diminish their motivation and likelihood of success. Different techniques can be put into place to boost teacher presence in online courses, to make the learning environments more encouraging and interesting.

What is Teacher Presence in Online Courses?

The level of participation by teachers in the online learning process is called teacher presence. This includes any interactions with students, the frequency and promptness of provided feedback, and availability to students for guidance and assistance (Garrison et al., 2010). This type of presence fosters a sense of belonging and community among students, which can have a significant impact on student achievement within online courses.

Why is Teacher Presence Important in Online Courses?

Students may find it difficult to learn online because it demands a lot of self-motivation and self-control. Without a teacher’s tutelage, students may find it difficult to stay on task with their academic work. The absence of in-person interaction in online education can cause students to feel disengaged (Shea et al., 2006). In fact, Li et al. (2013) have revealed that one of the main causes of online course dropout is a lack of teacher interaction.

Teachers who are present in online courses can offer students helpful support and direction. This can involve responding to inquiries and giving comments on assignments, which could provide inspiration and increase drive. This helps students stay motivated and engaged (Lowenthal et al., 2017). Teachers who are active participants in the online learning process can create a more encouraging and collaborative learning environment to boost student success and engagement.

Strategies for Adding Teacher Presence to Your Online Course

There are many strategies that teachers can use to increase teacher presence in online courses. Here are a few ideas:

Use Video Introductions. Using video introductions is one of the simplest ways to improve teacher presence in an online course. This could include an introductory video at the start of the course, with ongoing video updates throughout the term. Students would see and hear their teachers via video introductions, which could help to forge a more personal connection and boost engagement.

Provide Timely Feedback. Building teacher presence in online courses requires timely feedback on assignments and assessments. Students feel supported and aware that their effort is being observed and appreciated. Feedback can also aid students in enhancing their performance and developing a stronger sense of engagement with their academic work.

Use Discussion Forums. Increased teacher presence in online courses can also be achieved through discussion forums. Teachers can foster a more collaborative learning environment that promotes student engagement and achievement. This can be accomplished through actively participating in conversations and providing feedback and direction. Discussion boards also give teachers the chance to address frequent misunderstandings and clarify course material.

Hold Virtual Office Hours. Another efficient strategy to boost teacher presence is to offer virtual office hours. Teachers can make the learning environment more accessible and supportive by setting up specific periods for students to ask questions and obtain assistance. Virtual office hours can also promote a sense of belonging and community among students.
Provide Personalized Feedback. Finally, providing customized feedback that is personal to the student can add teacher presence. Addressing a student by name and providing detailed feedback on their work can help teachers develop a more personal connection. This can also help students feel appreciated and encouraged.

Teacher presence may foster a more collaborative and supportive learning environment. One that promotes student success through video introductions, timely feedback, discussion forums, virtual office hours, and personalized feedback. Teachers that are actively involved in the online learning process can motivate students to be successful by making them feel connected, encouraged, and supported.

Adding teacher presence to online courses is an essential part of fostering student interest and success. Interested in adding more of a presence into an online course, 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 the Community of Inquiry Model, check out this previous blog post.

References:

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 3(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003

ICSA. (2018). Woman holding microphone standing in front of crowd [Photograph]. Pexels.com. https://www.pexels.com/photo/woman-holding-microphone-standing-in-front-of-crowd-1708912/

Julia, C. (2019). Person writing on notebook [Photograph]. Pexels.com. https://www.pexels.com/photo/person-writing-on-notebook-4145190/

Li, N., Marsh, H. W., & Martin, A. J. (2013). Decoding the meaning of process and person-oriented approaches to student motivation in the Chinese cultural and educational setting. Journal of Educational Psychology, 105(2), 238–254. https://doi.org/10.1037/a0031361

Lowenthal, P. R., Dunlap, J. C., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning, 21(4), 177-194. https://eric.ed.gov/?id=EJ1163476

Shea, P., Li, C. S., & Pickett, A. M. (2006). A study of teaching presence and student sense of learning. Internet and Higher Education, 9(3), 175-190.

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.

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:

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

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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

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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.