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Learning Strategies

Exploring the Latest Innovations in Online Teaching Methods and Learning Approaches

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

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

An Exploration into Teaching and Learning Online

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

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

 A Female Teacher Tutoring Her Male Student

New Teaching Methods and Learning Approaches Exploration Within the Online Classroom

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

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

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

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

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

Additional Reading:

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

References: 

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

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

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

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

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

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

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

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

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

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

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

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

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

Learning Strategies

Gamifying Your Asynchronous Course

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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: 

  1. 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.
  2. 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.
  3. 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.
  4. 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. 

DEI Learning

Creating Inclusive Online Learning Environments

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Inclusion refers to creating an atmosphere in which everyone, regardless of race, gender, ability, economic status, or other characteristics, feels included. It is about creating an environment in which everyone’s voice is heard, skills are valued and supported, everyone has the opportunity to experience personal fulfillment, and there is an equal opportunity to learn and grow. As colleges and universities across the country struggled to deal with the fallout from COVID-19, an increasing number decided to move all classes online. While faculty faced a number of challenges in moving course lectures, discussions, and lab or studio learning experiences online, students also struggled to adjust to this new learning environment. This sudden shift highlighted the critical importance of creating an inclusive online learning environment even more than before.

Solutions for Creating an Inclusive Online Learning Environment
  1. Communicate About Course Requirements

    Inform students of any prerequisites that must be completed prior to the start of the class. Inform them of the materials and resources required for the class. Is it necessary for students to purchase or rent books? Is it necessary for students to purchase any software or technology? Provide all this information to students during the first week of the semester so that they can decide if they are prepared and ready to take this class once it begins. In an effort to assist with this understanding, it is recommended to do a quick survey on the first day of class to understand if your students have any additional needs. Inform them about all the resources available on campus such as University Library, HuskTech (for technological needs), and the Student Accessibility Services Office.

  2. Set Clear Expectations

    It is much easier for students to stay on track and plan accordingly based on 1) if there is a clear and organized plan of what is going to occur throughout the semester, 2) student expectations, and 3) instructor expectations. Make sure you have a course calendar with all the deadlines to assist with this tracking. You also may want to avoid overwhelming students on the first day of class. Students are likely to become overwhelmed by viewing the large number of tasks they must complete for the course, all at once.

    Make sure you only set achievable goals and expectations and let them know you will support and accommodate students as needed. Since not all students have the same level of knowledge and background, establishing clear expectations allows them to manage their time effectively, put in additional effort whenever needed, and set their own goals and objectives for the course. Some students may require additional assistance and encouragement, so assuring them that you understand and will assist them in succeeding will mean a lot to them. You can also encourage student to utilize the resources available on campus such as Tutoring Resources, The SCSU Writing Centers and many others.

  3. Design All Courses with Accessibility

    All students benefit from easily accessible content and opportunities to interact with course materials that help them succeed. It’s important to remember that not all students will have reliable internet, software, hardware, and devices (e.g., microphone, webcam, printer). As a result, it is critical to provide students with options for accessing materials online, such as sharing PDFs and PowerPoints rather than videos, which require more bandwidth. For online lectures, be sure to include transcripts and captions. The captions can be edited for accuracy and made available to students. If you are on-screen during a live session or recording a lecture, make sure to verbally describe any visuals such as images, diagrams, or charts so that students who are visually impaired can still access the content. Check-in with your students on a regular basis to ensure they have proper access to all course materials. Follow the guidelines provided by the Student Accessibility Services Office to make sure your course is accessible for all students.

  4. Build a Diversified Course

    To build an inclusive learning environment, instructors can encourage students to be accountable not only for their learning but their contributions to the classroom.   This can be achieved through student resource sharing through news, blogs, or articles that they find interesting, relates to the course topics, and represents a variety of viewpoints and origins. It is important to analyze digital content presentations critically to identify any flaws and possibly add additional course materials if there is problematic or stereotypical text or media present. Instructors should use examples that speak to various demographics in online discussions, recorded lectures, and live Zoom meetings (whether during class or office hours). Teach your students to think critically about the course material and any relevant outside sources. Make use of tools, information, and stories that are pertinent to the topic, and consider the social and cultural diversity of your students.

  5. Be Virtually Available and Responsive

    For an online learning environment to be open and welcoming, interactions with students are essential. It’s critical that instructors make it possible for students to contact them if students have any questions or need the material adjusted based on their skills or circumstances. Students should be given options to either communicate via email or by scheduling a virtual Zoom meeting session. Instructors may need to consider arranging virtual drop-in sessions on a regular basis so that students can ask questions in person. Being accessible to serve the requirements of online students, especially outside of regular business hours, is a key component of inclusive online teaching.

By providing clear information, designing a course for all, and being available for student-instructor communication can all lead to creating a more inclusive online course.  Students being in an environment where they can feel represented, seen, and heard could lead to them thriving in a course.  If you would like to learn more about any of these aspects or how you can best incorporate them into your online course, the SCSU Online and Distance Learning team can assist with that. Please reach out to us via email or through Bookings.

References:

Fauxels. (2019). Photo of people doing handshakes [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-people-doing-handshakes-3183197/

Inglis, A. (2022, February 15). 4 strategies to create inclusive online learning. Guroo Producer.  https://www.gurooproducer.com/blog/tgxpl-inclusive-online-learning

Sathy, V., & Hogan, K. A. (2019). How to make your teaching more inclusive. The Chronicle of Higher Education.  https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/

SmartBrief. (2020, July 17). How to build an inclusive online learning environment. SmartBrief.  https://corp.smartbrief.com/original/2020/07/how-build-inclusive-online-learning-environment

 

Kamana K C is an Information Assurance graduate student at SCSU. She has nearly two years of experience as a Graduate Assistant with the SCSU Online Department. She was able to assist faculty and students at SCSU in improving their teaching and learning experiences by assisting with D2L and Zoom.