Course Engagement

Small Teaching Online Chapter 2: Guiding learning through engagement feels like a natural extension of last week’s introductory readings on course design and the concept of Backward Design. Although certainly peppered with theory, the material seems to extend beyond the theoretical background of proper and intentional course design to the practical tools that faculty can use in the online environment. This chapter asks us to think critically about which tools are really best to incorporate in the online learning environment in order to engage our students with the course material and with one another. The reading centers around the idea of student engagement, which I think is oftentimes (in my experience) what online environments seem to lack if not intentionally fostered. I really appreciate that this topic is at the forefront of our learning in the ATS program, and appreciated it discussed early on in Small Teaching Online. Some of the key concepts and tools that can be used to ensure proper engagement in your online learning environments are as follows: 

SCAFFOLDING

Although familiar with the concept, I really like the theory of ‘scaffold’ design in course-work/assignments. Especially in an online environment, where students are often working asynchronously towards a goal (whether that be the completion of a module or the completion of a culminating project), and it can be daunting and very difficult to manage the material that is in front of them. Scaffolding work for students is a purposeful way to improve the overall learning experience and is a very useful framework.

Luckily, Canvas offers a really seamless platform for facilitating this scaffolding design, with the use of it’s Module design. As faculty, it will be important to consider whether creating smaller-lower-stakes tasks throughout the course that can build towards a final product (i.e. culminating paper or term project) might be an excellent way to keep your students on track, motivated and engaged with the course. This design strategy can also serve as an opportunity for the students to learn – to learn from the faculty, and from their peers through frequent feedback and advice. It is also an opportunity for you as faculty to provide clarification and to direct students towards the learning objectives and goals that you have laid out for students to achieve.

CONDITIONAL RELEASE 

Another useful tool to facilitate thoughtful and intentional learning is the concept of ‘conditional release’, which limits the availability of certain course materials (i.e. assignment instructions, quizzes or the following module) to students via setting prerequisite actions. Setting up the coursework flow in this way students are asked to focus on the current material. You might even consider offering a low-stakes quiz or reflection assignment based on the previous material before releasing the next set of tasks.

INSTRUCTOR PRESENCE

Online environments can feel impersonal, cold and distant. Making every effort possible to tear down these barriers will serve to improve your student’s online learning experience and can ensure higher levels of cognitive learning! Make a plan to engage with student discussion boards and Q&A forums. Ensure your students have frequent contact with you by uploading video introductions at the beginning of each module or new topic. Offering feedback to your student’s work throughout the semester will help to foster confidence and motivation. One practical tip that can be carried throughout the semester is to compile a ‘Discussion Highlights’ post (either as text or a video upload) that showcases major takeaways from student discussion boards. The students will appreciate a concise overview of important concepts to take with them throughout the duration of the course!

Remember, engaging with students in the online environment will only serve to improve the learning environment for your students and will undoubtedly teach you new concepts along the way as well!

Darby, F. & Lang, J.M. (2019). Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass: A Wiley Brand.