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DEI Learning

Prevent the Student Melt: Empowering Student Success from Day One and Beyond

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As we tackle the formidable challenge of student disengagement head-on, discover the proactive 10-step plan to “Stop the Melt” (Academic Partnerships, n.d.). Empower students for success, ensuring their academic journey goes smoothly from Week Zero and beyond.

 

Entering college or university is a thrilling journey filled with the promise of growth and transformation. However, this transition is not always smooth for every student. Many students face a formidable challenge known as “Student Melt,” a phenomenon where the initial excitement of high school graduation can melt away when the realities of college or university life set in (Academic Partnerships, n.d.). These early struggles can often lead to academic setbacks and even a student dropping out.

But there is a proactive approach that can tackle this issue head-on. By reaching out to students well before the semester officially begins and providing continuous support throughout the crucial first week, educators can make a profound impact on the trajectory of a student’s academic journey. Educators play a pivotal role in guiding students as they construct their online learning community (Mentor Collective Staff, 2023). In this blog post, we will explore a 10-step plan designed to “Stop the Melt” and empower students for success.

A Plan to Prevent “The Melt”:

This is a comprehensive plan that focuses on ensuring students not only succeed but thrive in their academic pursuits. Each step in this plan is designed to create a supportive and engaging learning environment, setting students on a path toward achievement and personal growth. Let’s delve into these ten crucial steps that will help you foster a vibrant online learning community and empower your students for success.

Step 1: Promote a Growth Mindset

  • Remind students that everyone encounters challenges on their academic journey.
  • Encourage students to view challenges as opportunities for growth.
  • Focus on reshaping the way students speak, act, and think about their struggles.
  • Emphasize the value of the learning process, not just the end results.
  • Offer students opportunities to plan and reflect on their learning experiences.

Step 2: Voice and Tone Checklist

  • Consider the unique audience and adapt your approach accordingly, as each course is different.
  • Provide practical tips for student success.
  • Share a diverse range of examples, images, and experiences to engage and connect with students.
  • Welcome and encourage suggestions and involvement from students.
  • Regularly remind students about the wealth of campus resources available to them.
  • Keep your communication upbeat and positive.

Step 3: Prepare Support Communications

  • Craft a schedule for support communications, including weekly announcements, mid-week reminders, preparations for major assessments, and end-of-week wrap-ups. These messages help students stay informed and engaged throughout the course.

Step 4: Open Course to Students

  • Ensure that the course materials and resources are accessible to students at least one week before the official start of the course. You do not need to make all pages available, but sharing your syllabus, instructor introduction, course policies, and introduction activity for students will help answer any initial questions students may have. This prompt access allows students to familiarize themselves with the course content and be better prepared.

Steps 5 and 6: Send Initial Outreach Email and Follow-up Email

  • Begin with a welcoming email to introduce students to the course, set expectations, and provide an overview.
  • Send follow up ’email to maintain a connection and reinforce the importance of the course.

Step 7: Course Updates and Announcements

  • Keep students informed about the course schedule, expectations, and any important announcements regularly and consistently to maintain their engagement.

Step 8: Monitor Students Analytics

  • Regularly track students’ progress week after week to identify those who may need additional support or outreach.

Step 9: Schedule & Host One-on-One Meetings

  • Arrange one-on-one meetings with students to establish a personal connection.
  • Discuss goals, identify motivations, answer any questions, and share valuable resources.

Step 10: Provide Ongoing Support

  • Continuously offer support materials, such as worksheets and guidebooks, to assist students in their learning journey (Academic Partnerships, 2023b).

The 10-step plan to “Stop the Melt” is a proactive and integrated approach to empower students for success in their academic endeavors. By focusing on fostering a growth mindset, maintaining the right voice and tone in communications, and providing ongoing support, educators can help students navigate the challenges of higher education and set them on a path to achievement and personal growth.

If you would like more information about ways to increase student engagement, the SCSU Online and Distance Learning team is available.  Please reach out to us via email or through Bookings. We can guide you through each of these steps.

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

– Engaging Learners in the eLearning Classroom
– Interactive Learning Applications in the Online Classroom
– Let Students Know You Exist: Adding Teacher Presence to Your Online Course

References:

Academic Partnerships. (n.d.). Stop the Melt: Student Success Starts at Week 0 [Video]. Faculty eCommons. https://facultyecommons.com/webinars/stop-the-melt-student-success-starts-at-week-0/

Academic Partnerships. (2023a, May 31). Student Success Guide & Worksheet.  Faculty eCommons. https://facultyecommons.com/student-success/

Academic Partnerships. (2023b, July 31). Faculty checklist for a successful course start. Faculty eCommons. https://facultyecommons.com/faculty-checklist-for-a-successful-course-start/

Castleman, B. L., & Page, L. C. (2014). Summer melt: Supporting low-income students through the transition to college. Harvard Education Press. https://eric.ed.gov/?id=ED568799

Mentor Collective Staff. (2023, September 12). Why reducing summer melt is a diversity, Equity & Inclusion issue. Mentor Collective. https://www.mentorcollective.org/blog/why-reducing-summer-melt-is-a-diversity-equity-inclusion-issue

Piacquadio, A. (2020). Man sitting on a green grass field [Photograph]. Pexels. https://www.pexels.com/photo/man-sitting-on-a-green-grass-field-3761504/

 

Shagufta Naeem is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is an ACCA Member with a bachelor’s degree in applied accounting, a CFA Charter-holder and is pursuing an MBA from SCSU. She has 8 years of work experience specific to Corporate Credit, Audit, Risk Assurance, Internal Controls, and Financial Management.

Learning Strategies

Humanizing an Online Course Through Communication

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Whether a course is synchronous or asynchronous, students should feel that they are a part of it. They should also feel connected with others in the classroom. The feeling of “isolation and low self-esteem in students has been shown to result in low levels of engagement” (Li et al., 2022, p. 1). This can be attributed to the rapid growth of online learning and the transition from an in-person format to a virtual format. In addition to the transition is the ever-growing diverse student population.

One way colleges and universities can address this issue is by preparing faculty to design and facilitate inclusive online learning experiences that meet the requirements of all students more effectively. This may include offering a diverse range of teaching methods, more suited to a wider range of students.  Humanized online teaching can also help to address aspects of learning through instructor-student connections and community.

Two people communicating during a Zoom meeting.

The Humanizing Framework

Instructor-student communication matters tremendously in online learning. A major challenge that the instructors face in an online course, is how to make the learning experience humanized.  This includes treating students and their input as an integral element of the course. 

Multiple frameworks have incorporated the concept of humanizing an online course (Li et al., 2022). Frameworks such as the Community of Inquiry model, outline and explain three different presences: social, cognitive, and presence. Both social and cognitive presences are dependent on teaching presence (Garrison et al., 1999). Research has found that increased teaching presence, through interactions between the instructor and the student, corresponded with an increase in motivation and engagement, which could lead to higher grades (Li et al., 2022; Xu & Jaggers, 2014).  

Michelle Pacansky-Brock, developed the humanizing framework in 2016, by taking into consideration other frameworks and modeling them together. She discovered that these instructor-student relationships are extremely beneficial, particularly for students who are unsure of their academic ability (Bengfort, 2023). Three elements emerged as essential in making humanizing communication in a class. They were presence, empathy, and awareness. 

  • Presence: Instructors need to be present in an online class and they should be available to communicate with students at appropriate times in Zoom sessions. Instructors, for example, can create a lively welcome video and make their presence felt throughout the class. They could provide feedback in audio or video format. They could create a sense of community in the class, by greeting students with a video each week. Instructors can also offer synchronous meetings for students who need some guidance.
  • Empathy: Instructors should be approachable so that students won’t have any apprehensions in meeting them. They should be able to sense when students need some extra support and when to be lenient. Taking the time to explain difficult concepts during one-on-one sessions or even providing links to multimedia (videos, podcasts, etc.) are very supportive to students.
  • Awareness: Instructors should get to know their students. To do so, they could conduct a survey during the first week of class as a means of formative feedback. For example, ask students their preferred format of assignment submission, teaching method, and any other valuable insights that they would like to provide.  

Humanizing an online course through communication is critical for producing an effective and engaging learning experience. Students might feel more connected to the instructor and their peers by including various communication tools such as discussion boards, video conferencing, and personalized feedback. Additionally, emphasizing the importance of social interaction and community-building can foster a positive learning environment and increase student motivation and retention. Ultimately, by prioritizing communication and creating a sense of connection within an online course, instructors can humanize the learning experience and provide students with a more fulfilling and enriching educational experience. 

If you are interested in which humanization methods are right for your course, just let us know.  The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information about adding teacher presence to your course, check out this previous blog post.

References: 

Bengfort, J. (2023). Q&A: Michelle Pacansky-Brock humanizes asynchronous Learning. EdTech Focus on Higher Education. https://edtechmagazine.com/higher/article/2023/05/qa-michelle-pacansky-brock-humanizes-asynchronous-learning

Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2(2–3). https://doi.org/10.1016/S1096-7516(00)00016-6  

Li, Q., Bañuelos, M., Liu, Y., & Xu, D. (2022). Online instruction for a humanized learning experience: Techniques used by college instructors. Computers & Education 189(104595), 1-12. https://doi.org/10.1016/j.compedu.2022.104595 

Piacquadio, A. (2022). Cheerful surprised woman sitting with laptop [Photograph]. Pexels. https://www.pexels.com/photo/cheerful-surprised-woman-sitting-with-laptop-3762940/ 

Shvets, A. (2020). People on a video call [Photograph]. Pexels. https://www.pexels.com/photo/people-on-a-video-call-4226261/

Xu, D. & Jaggars, S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633–659. http://www.jstor.org/stable/43694576

 

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St Cloud State University. She is a student of Information Assurance.  She likes to paint and travel in her free time.

Learning Strategies

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

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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. 

Student taking online class.
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.