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Learning Design Basics

Fostering Collaborative Learning: Strategies for Quality Student Engagement

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Dive into the world of interactive learning! Discover how innovative tools and strategies are revolutionizing student engagement in online education. 

Imagine a classroom where discussions aren’t a chore, but a chance to bounce ideas off classmates, explore topics creatively, and even have a little fun. That’s the power of collaboration in action!  It explores why working together is essential for learning, the pitfalls of traditional discussion boards, and exciting tech tools that can transform your classroom experience. 

Why Collaboration Makes You Smarter 

The significance of collaboration in education is highlighted by research conducted by Johnson et al. (2014), emphasizing the advantageous outcomes of peer interaction. Collaboration fosters active learning, where students don’t just passively absorb information, but actively engage with it. It also encourages critical thinking as students analyze different perspectives and social learning as students learn from your classmate’s ideas and approaches (Adams & Wilson, 2020; Bender, 2005).  Group work can even make learning more authentic, as students grapple with real-world problems that require teamwork. On top of that, collaborating with others can help combat feelings of isolation, making the classroom a more supportive and engaging environment (Swan, 2017). 

Why Some Conversations Can Be Boring 

Traditional discussion boards often fall short of achieving the objectives crucial for meaningful student engagement (Brame & Biel, 2015). Common problems highlighted by Bender (2005) reveal why some conversations can be downright boring. These issues include an overwhelming number of discussions, repetitive posting formats (such as the infamous “post once, reply twice” pattern), poorly formulated questions that fail to spark conversation, and lengthy requirements that resemble essays rather than fostering interactive dialogue. Such shortcomings have a detrimental effect, stifling creativity, dampening engagement, and transforming what should be lively exchanges into mundane tasks. Despite being a staple in online education, traditional discussion boards frequently miss the mark in meeting multifaceted educational goals ( Bender, 2005). 

However, recognizing and addressing these deficiencies opens the door to unlocking the full potential of online discussions. By understanding the importance of stimulating intellectual curiosity, encouraging diverse perspectives, and fostering an inclusive environment for idea exchange, teachers can transform mundane discussions into dynamic learning experiences (Brame & Biel, 2015). Specific learning experiences can include: 

  • Stimulating intellectual curiosity among students. 
  • Encouraging diverse perspectives and viewpoints. 
  • Facilitating the exchange of ideas in a supportive and inclusive environment. 
  • Promoting active participation and engagement in discussions. 
  • Enhancing students’ critical thinking skills through analytical discourse. 
  • Fostering collaborative problem-solving abilities through interaction with peers. 
  • Supporting the attainment of learning goals and outcomes through effective discussion facilitation. 
The Interactive Advantage: How Technology Breathes Life into Discussions 

The good news is that a range of interactive technologies can transform discussion boards from stagnant forums to vibrant hubs of learning. These tools not only encourage participation but also foster deeper engagement and collaboration among students (Bender, 2005). 

Imagine a discussion board where active collaborations can be established, and student-to-student interactions are more engaging.  Within discussion boards instructors can post or link various resources (written prompts, documents or multimedia). Students then ditch the text box for recorded short responses (audio or video), fostering creativity and engagement. Discussion boards even allow instructors to break students into smaller groups, enabling focused discussions on multiple topics simultaneously (Bender, 2005). 

Image of a discussion text box with the options of uploading, recording, or existing files.

To take the collaboration a step further. Instructors can use various software available to them to empower students to record, explore, and express their thoughts to the forum. This fosters richer discussions as classmates can build upon each other’s ideas and engage with the material in a more interactive way.  Whether typing out responses or recording audio/video comments, interactive discussion boards can foster a vibrant and engaging learning environment (Adams & Wilson, 2020).  This can be achieved using the following: 

  • Media Library: Students can record audio responses right within the thread.  Students can record a 5 minute audio file. Instructors can use Media Library in the same way.  Students, can appreciate the convenience of recording audio directly within the discussion thread, without the use of outside software and equipment. The 5-minute limit encourages concise yet meaningful contributions(Adams & Wilson, 2020). Knowing that instructors can listen to student responses adds a sense of accountability and can motivates students to prepare thoughtfully. When grading student discussion assignments, instructors can record (audio or video) directly into D2L. All recorded audio files can only be  up to 5 minutes, but video files can be up to 30 minutes, allowing instructors time to provide a more detailed feedback.  Instructors personalized feedback via multimedia can enhance student understanding with the use of thorough explanations and visual aids. This can add more teaching presence and make the grading experience more personable for students (Adams & Wilson, 2020).
Image of an instructor feedback display with green arrows pointing to record video and record audio. Next to the arrows are images of the recording displays for each type.
  • Kaltura MediaSpace: Students can either record within the system or upload files to the system, which can be added to the thread. Videos recorded within Kaltura can be over 30 minutes and audio can be over 5 minutes (Adams & Wilson, 2020). Using Kaltura, students can create engaging video presentations or record audio explanations. This can be empowering to students to offer the option to choose the medium that suits their learning style. 
  • Microsoft Teams: Teams now have whiteboards that can be developed using either preset templates or created prompts.  Instructors can link the whiteboard to the discussion board, allow students to collaborate, then discuss the assignment. Teams’ whiteboards encourage collaboration. Students can collectively brainstorm, sketch concepts, and work on group assignments. It can provide students with the feeling of personal interaction within a virtual classroom where ideas flow freely. 
  • H5P: Instructors can create interactive learning content, such as a 360 virtual tour, Timelines, Column, and more. Once developed content can be added directly to a forum for student access. This can inject excitement into the learning process and provides students with various ways to engage with the material. 
Interactive Activities: Breathing Life into Online Learning 

The good news is that a variety of interactive online activities can transform online learning from a passive experience to a dynamic and engaging one (Swan, 2017). Let’s explore four main types of interactive activities: 

  • Collaborative Learning: This approach focuses on individual learning through student interaction (Johnson et al., 2014). Activities like: 
      • Peer Brainstorming: One effective activity within this approach is Peer Brainstorming. During peer brainstorming, students collaborate to generate ideas on various topics, such as literature reviews, research thesis statements, or presentation topics. This process not only fosters critical thinking but also encourages collaboration among peers.  
        • Key considerations for successful peer brainstorming:  
          • Group Preparation: Before the brainstorming session, students should be well-prepared. This includes understanding the topic, doing any necessary research, and having a clear idea of what they want to contribute.  
          • Desired Outcome: Students should have a shared understanding of the brainstorming session’s purpose. Are they seeking innovative ideas, problem-solving strategies, or creative approaches? Clarifying the desired outcome helps guide the discussion. 
          • Interaction Expectations: Establish ground rules for interaction. Encourage active listening, respectful communication, and openness to diverse viewpoints. Students should feel comfortable sharing their thoughts without fear of judgment.   
      • Peer Feedback: Madeline & Richards (2016) highlight the benefits of peer review, where students provide constructive feedback to improve each other’s work.
        • Tips: Providing a clear template and ensuring feedback is Informative (I), Constructive (C), and Effective (E) enhances the learning experience. 
        • Group Research: Students collaborate on research projects.  
        • Considerations: Establish the desired outcome, set expectations for shared tasks, and explore technology tools that can facilitate collaborative research. 
  • Cooperative Learning: Here, students work towards a shared goal in a final project. This fosters teamwork, accountability, and communication skills. Activities that foster cooperative learning can include: 
    • Jigsaw: Students become “experts” on a specific topic and then teach their knowledge to their peers (Brame & Biel, 2015). This promotes active learning and information retention. 
    • Group Projects: Students work together on a research project or presentation, requiring them to leverage individual strengths and manage group dynamics. 
    • Simulations: Role-playing scenarios allow students to apply their knowledge in a realistic setting, fostering critical thinking and problem-solving skills. 
  • Team-Based Learning: This approach emphasizes learning from one another within a team to gain a deeper understanding of a specific topic (Johnson et al., 2014).
    • Team Debates: Student’s research and debate opposing viewpoints on a topic, encouraging critical thinking and persuasive communication skills. 
    • Case Studies: Teams analyze a real-world scenario and develop solutions, fostering problem-solving and decision-making skills. 
    • Four Corners: Activities like Four Corners ignite spirited discussions, fostering divergent viewpoints and collective learning, encouraging active participation and discussion.  
      • Considerations: Define clear expectations for group discussion and establish grading criteria for team interaction. 
  • Problem-Based Learning: Activities center on solving a specific problem, encouraging collaboration and critical thinking. This approach is like collaborative learning but focuses on solving a specific problem rather than a broader topic. 

Interactive learning, fueled by technology and engaging activities, holds the power to transform the educational landscape (Swan, 2017). It offers a departure from traditional discussion boards, providing students with dynamic platforms for collaboration and exploration. By embracing the interactive advantage, learners can actively participate, engage with peers, and cultivate critical thinking skills essential for lifelong success.  

No matter if you and your students are recording audio and video files or you are creating interactive learning activities for students, our team can assist you with both. If you want to explore how to best incorporate the use of these D2L tools and software in your course, 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: 

Adams, B., & Wilson, N. (2020). Building community in asynchronous online higher education courses through collaborative annotation. Journal of Educational Technology Systems, 49(2) 250-261. https://doi:10.1177/0047239520946422 

Bender, T. (2005). Role playing in online education: A teaching tool to enhance student engagement and sustained learning. Innovate: Journal of Online Education, 1(4). 

Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. 

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3 & 4), 85-118.  

Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293

Kampus Production. (2020) Multiethnic students doing research together in library [Photograph]. Pexels. https://www.pexels.com/photo/multiethnic-students-doing-research-together-in-library-5940844/  

 

Alekhya Jonnagaddala, is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is pursuing a master’s in information assurance (MSIA). She has worked in the IT industry for 2 years as a Software Engineer and spends her leisure time cooking.  

Learning Technology Integrations

Interactive Learning Applications in the Online Classroom

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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.  

Person looking at images on a tablet and touching the screen.

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. 

A person sitting at a desk with a laptop positioned on the desk in front. There are 3 people on the screen conducting a meeting.

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.