The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
4. Jens Martensson
What is humanizing?
4
Humanized learning increases the
relevance of content and improves
students' motivation to log-in week-after-
week. When students relate to an online
instructor as something more than a
subject matter expert and begin to
conceive of themselves as part of a larger
community, they are more likely to be
motivated, be satisfied with their learning,
and succeed in achieving the course
objectives (Picciano, 2002; Rovai &
Barnum, 2003; Richardson & Swan,
2003).
nobisjrmartin@gmail.com
12. Jens Martensson 12
nobisjrmartin@gmail.com
nobisjrmartin@gmail.com
Open Educational Resources (OER) are ‘materials offered freely and openly
to use and adapt for teaching, learning, development and research’.
- The Commonwealth of Learning (COL)
http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx
Open Educational Resources (OER) are teaching and learning materials that
are freely available online for everyone to use, whether you are an instructor,
student or self-learner. Examples of OER include: full courses, course
modules, syllabi, lectures, homework assignments, quizzes, lab and
classroom activities, pedagogical materials, games, simulations, and many
more resources contained in digital media collections from around the world.
- OER Commons
http://www.oercommons.org/
OER are teaching, learning, and research resources that reside in the public domain or have been
released under an intellectual property license that permits their free use and re-purposing by others. Open
educational resources include full courses, course materials, modules, textbooks, streaming videos, tests,
software, and any other tools, materials, or techniques used to support access to knowledge.
- The William and Flora Hewlett Foundation
20. BARRIERS TO STUDENT ENGAGEMENT
Any factors that may contribute to lack of student engagement
o Financial Stress
o Lack of Campus/Course interaction in Social Media
o Determine the social – Lack of interaction, social context
o No or lack of reliable internet service
Specific population of students serving to include?
Goal Setting/Expectation assignments Description of student work/career
experience Description of Life experience/ bio, family, interest Description of
Professional and academic goals
What are some effective strategies to minimizing barriers?
21. STRATEGIES TO MINIMIZE BARRIERS
Active Learning Methods versus Passive Methods
Passive Methods: Lecture, reading, audio, video, observing
Active Methods: Discussion, student to faculty/student interaction,
presentations, group projects, problem solving activities, service-learning
group projects.
Research has indicated that video-based feedback is more conversational and
engaging with the students. Students see it as more collaborative and supportive,
convenient.
22. EFFECTIVE TEACHING & LEARNING PEDAGOGY
Create online social presence through synchronous conference and video
feedback, profiles
Extended learning beyond the classroom through social learning activities
• Social Media Learning Activities (SMLAs)
• Social Networking Sites
• Social Studying Sites
Provide online learning materials and online academic support resources
• Open Education Resources (OER)
26. Ten Proven Strategies for Building High- Class Performance
Get to know each other first
Make sure that you understand your role(s) and the class LOs
Respect the ideas and feelings of each other in the classroom
Manage conflict effectively
Continue to build relations with your students
Think and act like a team
Decenter and recenter – sharing individual points of view and a common goal
Avoid groupthink
Be flexible
Periodically assess individual/class performance
27. ONLINE GROUP WORK
Successful Strategies for Traditional and Distance Learning Group/Team Work
Keep in mind to value and share your beliefs, knowledge, and skills
Share and clarify your group’s mission and goals
Openly discuss the challenges of virtual teaming and communication
Be aware of the value of communication with other locations and invite feedback
Identify and discuss cultural, organizational, and or geographic differences
Take advantage of any opportunities to meet face to face. This will personalize and reinforce
relationships
Seek and share knowledge. Do not hoard it. Hoarding delays results and works against synergy
Three Reasons Group Work is Essential to E-Learning Environment
Students work on collaborative skills
Innovation and Growth –Creating and developing ideas
Social and Active Learning – Deeper learning occurs when you are engage with peers/classmates
28. o Academic challenge – deeper level thinking and reasoning/higher-order learning
• Fostering relationships between faculty/staff and students
• Campus environment (study abroad opportunities, service-learning and
research with faculty, internships)
o Deep Learning Approaches
o Connected learning, higher-order thinking, integrative and reflective learning
• Integrative learning: integrating ideas from various sources, diverse
perspective, discussing ideas outside of class
• Reflective learning: examining one’s own thinking and the perspectives of
others, applying content to course materials and beyond the
classroom.
50. Jens Martensson 50
nobisjrmartin@gmail.com
How to Humanize Your Online Class by Michelle Pacansky-Brock and T&L Innovations @CI is licensed under a Creative Commons Attribution 4.0 International License. Access
this Infographic online at: http://tiny.cc/humanize-infographic
Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York:
Longman.
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of asynchronous learning networks,
5(2), 1-17.
Garris, Ahler, & Driskell. (2002). Games, motivation, and learning: A research and practice model. Simulation Gaming. December 2002, (33) 4, 441-467.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher
Education, 2(2-3), 87-105.
Krathwohl, D. R., Bloom, B. S. & Masia, B. B. (1964). Taxonomy of Educational Objectives, the classification of educational goals– Handbook II: Affective Domain New York:
McKay.
Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), July
2002, 21-40.
Rovai, A. P., & Barnum, K. T. (2003). On-Line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Learning, 18(1), 57-73.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning
Networks, 7(1), February 2003, 68-88.
Smith, P. & Ragan, T.J. (1999). Instructional design. New York: John Wiley & Sons.
Turner, J., & Paris, S. G. (1995). How literacy tasks influence children's motivation for literacy. The Reading Teacher, 48(8), 662-673.
Wang, S. & Han, S. (2001). Six C's of Motivation. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/
References
51. References
Bucher, R. (2010). Diversity Consciousness: Opening Our Minds to People,
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Almanac of Higher Education 2013: Highlights. (2014, December 12). The Chronicle
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