Tag Archives: online classroom

Gamifying Your Asynchronous Course

May 13, 2024 Cavan Cheong and Kendra Self, PhD 4 Comments

With online learning becoming the new norm in the world of education, we see many learners of different age groups learning through this method. An asynchronous course is one modality of online learning that allows learners to interact with class materials at their discretion, with the addition of guided pre-recorded videos and notes. There are no scheduled lectures to attend, but learning activities and assessments may have completion deadlines. While convenience is a major advantage of asynchronous courses, they have their disadvantages as well. In an article about asynchronous learning, Pappas (2015) talks about the lack of motivation as there are no interactions with peers and the learning material itself, which demotivates and disengages learners who require stimulation. One way to change this is through course gamification.

In another article regarding the perspectives of learners in a gamified course, Pandey (2015) noted that “80% of learners claimed learning would be more productive if it were more game-oriented; 67% of learners reported that a gamified course was more motivating than a traditional course” (para. 6).

What is Gamification?

“Gamification is the application of game-design elements and game principles in non-game contexts” (Fitz-Walter, n.d., para.1). Course gamification differs from just adding games together with class material. A gamified course would have the class syllabus and material made with gaming elements. Each part of the lesson should be used to teach something new, combined with the repetition of previous lessons to promote information retention, and constant engagement to use the information learned.

A well-known example would be Duolingo. Duolingo presents itself as a language learning platform but utilizes gaming elements such as levels, bonus points, and achievement badges to make learning fun. While Duolingo is not approved for use at the university, faculty do have access to various software applications and tools that can be incorporated into gamifying their course. This includes H5P, MediaSpace hotspots, and Microsoft Sway for interactive content. There are also Kahoot and MediaSpace quizzes for engaging assessments. Lastly, there are badges and certificates which can be awarded for student achievement. Discussion boards could be used for peer-to-peer learning, a repository for materials, and information exchange related to the learners’ progress.

Ways to Gamify a Course

Gamification of a course is no easy feat, but the results it yields are worth it. This process would benefit from the proper planning and course mapping of the course before development begins. A course can undergo gamification through these steps:

Designing a Quest with One Goal: Just as a game has one end goal for the player to achieve, so should your course. Use course mapping to lay out the learning components of your course. Your one goal should be the overarching “big idea” of your course. What is it you would like your students to take with them once they have completed your course? Use your course learning outcomes and module learning objectives to guide the development of smaller goals you would like to have your students achieve.
Scaffolding the Learning Content: Have lessons with assignments that fall into increasing goal levels (micro-, sub-, end). Assignments that are micro-goals, allow students to identify the problem first. Once these assignments have been completed, students are encouraged to use the newly acquired knowledge to move on to the more challenging assignments associated with sub-goals. These sub-goals will lead to students solving the problem, which is the end goal.
Set Expectations for Achievement: Set expectations through learning objectives and let learners know them from the start. Each goal level should have expectations that students need to work toward to progress on to accomplish the end goal. By exposing students to these expectations throughout the course, it can allow them to better apply what they have learned as they move forward.
Grades and Scores as Achievements: High scores on individual assignments or the completion of a goal level, can be rewarded with the use of a badge or certificate. These awards could be used to signify student success in understanding the coursework. For added incentives, use a culmination of these awards to introduce bonus points, passes for special circumstances, or even skips in levels.

Though a gamified course is an effective way to engage and motivate learners, it all depends on the course, the teacher, the selection of the proper gamification tool, and how well the learners engage. There is not a ‘one size fits all’ format for a gamified course and will require the teacher to find the right fit for the teaching style. Course gamification requires trial and error, but once the teacher understands how to utilize it to its full potential, only then will a masterfully designed gamified course be effective.

If you are interested in learning how to gamify your asynchronous or synchronous online course, please let us know. The SCSU Online and Distance Learning team can walk you through course mapping, and how to set up the SCSU-branded Kahoot, MediaSpace, and other tools. 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:

Fitz-Walter, Z. (n.d.). What is gamification? Gamify. https://www.gamify.com/what-is-gamification

Morrow, G. (2017). Photo of a controller on the desk, with other appliances around it [Photograph]. Pexel. https://www.pexels.com/photo/black-game-console-on-wooden-surface-682933/

Oprean, D., Seo, G., Lundolos, P. & Mitchell, B. (2023, February 1). Level up: Gamifying an asynchronous course on designing games for learning through modeling, authenticity, and learner autonomy [Video]. Online Learning Consortium. https://onlinelearningconsortium.org/webinar/level-up-gamifying-an-asynchronous-course-on-designing-games-for-learning-through-modeling-authenticity-and-learner-autonomy/

Pandey, A. (2015). 6 killer examples of gamification in eLearning. eLearning Industry. https://elearningindustry.com/6-killer-examples-gamification-in-elearning

Pappas, C. (2015). Asynchronous learning advantages and disadvantages in corporate training. eLearning Industry. https://elearningindustry.com/asynchronous-learning-advantages-and-disadvantages-in-corporatetraining#:~:text=Asynchronous%20learning%20doesn’t%20offer,being%20isolated%20and%20%E2%80%9Cdisconnected%E2%80%9D

Cavan Cheong is an Instructional Designer Graduate Assistant with the Online and Distance Learning Department at St. Cloud State University. He has a bachelor’s degree in business administration and experience in the hospitality industry. Currently, he is pursuing his master’s in business administration at St. 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:

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
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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.