Tools for Engagement in Online Courses

Instructional Design, Online Learning, ,

 Kimberly BellKimberly Bell, PhD., Postdoctoral Associate

Online engagement may look different from what you are used to in your face-to-face classes, and perhaps even different from your previous online courses. If you are teaching on Zoom to a sea of black boxes with names on them, it is impossible to see facial expressions or body language – those cues we may be used to looking for in a physical classroom. The same is true for asynchronous courses, where you may not have video interaction with students. To determine if students are engaged in your online courses, you might ask: Are they submitting their work on time? Are they posting thoughtful replies in the discussion forums? Do they ask questions? Do they reply to quick polls in Zoom? How are their weekly quiz and exam grades?

→ Asynchronous Engagement 

If you make your presence known in your asynchronous online course up front, it will be off to an engaging start. A welcome video shows your students who you are and lets you speak to them more directly about course expectations. Post announcements frequently in Blackboard, and give students timely feedback. You can record videos to the cloud in Zoom for quick and accessible summaries or feedback. A clear and detailed syllabus, a variety of activities, frequent formative assessments, open-ended questions for discussion, opportunities for group work, and a careful choice of tools all make for an engaging asynchronous course. 

→ Synchronous Engagement 

Use synchronous sessions for interactive lectures, office hours, recitations to follow up on asynchronous lecture material, review sessions (try a trivia game!), group projects, and other active learning activities. Make eye contact with the camera, allow time for your students to become familiar with engagement features, wait after you pose a question, plan structured breakout activities, and check in often making sure your students are engaging in your synchronous sessions. If time allows, you can start your Zoom sessions 10 minutes early and stay around 10 minutes after, so students can chat with each other and ask you questions, as they would before and after an in-person class.

*The pandemic is an ongoing challenge*

I mentioned teaching to a “sea of black boxes” above. Does that sound familiar? Teaching remotely can be challenging, but there are many engagement options in both the synchronous and asynchronous space. It may be tempting to convince yourself that none of your students are paying attention in Zoom and that you need to require a webcam. Or it may be easy to give up if students become disengaged in asynchronous discussion forums a few weeks into the semester. At this time, when it remains hard for many of us to stay engaged, remain flexible and understanding. Reach out to struggling students. We are all doing our best!

Tools and Tips for Engaging Students in Online Courses

VoiceThread

VoiceThread is an asynchronous discussion tool designed to enhance student engagement and foster presence in online courses. You can upload media in various formats and both you and your students can add comments (video, audio, text). Read our previous blog post about VoiceThread. Try using VoiceThread in the following ways: 

  • Assign a lecture to watch and allow students to comment using guiding questions 
  • Have students create their own VoiceThread presentations and comment on each other’s for peer feedback
  • Assign a group presentation – students can add individual comments and/or slides
  • Upload a case study or other document for students to comment on and ask questions about 
  • Have students critique or discuss creative works (audio, video, or text!)
  • Use in small asynchronous classes for introductions/ice breakers             

Blackboard Discussion Board

Discussion forums are commonly used in online courses. Questions that encourage critical thinking, forums for purposes other than homework, and clear expectations help to ensure your students stay engaged in the conversation. Try out the following forum ideas: 

  • General Question or “Water Cooler” forum: students can ask questions about course administration and help each other (fewer emails!)
  • Introduction forum: you and your students can get to know each other (fostering student connections is a key to success!)
  • Study Hall forum: to use prior to exams for specific questions (a TA can moderate!)
  • “Muddiest Point” (what is still unclear) forum: students can post questions after synchronous or asynchronous lectures 
  • Student Generated forum questions: to use for class discussions 
  • “Key Terms/Vocabulary” forum: generated by students 

Zoom Breakout Rooms 

Breakout rooms in Zooms can help you incorporate small group engagement in your courses. You can assign them randomly, manually, or let students choose (Zoom may need to be updated). You can assign TAs or student leaders co-host status to help manage your breakout rooms.

 Assign random pairs to breakout rooms for a quick think-pair-share. In large classes, combine with Google Docs or have only a few pairs share

  • Pre-assign small groups for a structured, 20-minute in class activity 
  • Utilize synchronous class time for groups to work together on a long-tern project

Polling & Quizzing 

In both synchronous and asynchronous learning environments, frequent quizzing and polling can help keep students engaged. Zoom polling is already built in!

  • Add multiple choice polls to your Zoom meetings Use other polling tools such as Kahoot or PollEverywhere (limited free usage)
  • Create weekly quizzes in Blackboard for asynchronous classes 
  • Use TurningTechnologies “clickers” remotely

Google Docs

Google Docs are a great way to foster collaboration in your courses. Think of creative ways to incorporate docs, sheets, slides, and other Google apps.

  • Have students produce work together such as an infographic or concept map
  • Ask your students to share their “muddiest point” at the end of class

Echo360 

Echo360 is a lecture streaming/capture/recording/active learning tool you can use to record lectures and foster student engagement.

  • Add a variety of quiz questions to your lecture
  • Students can indicate which parts are unclear with “flags”

What has worked well in your courses?

Contact CELT and request a consultation if you would like to discuss with us how you can best incorporate engagement tools and strategies. 

 

References

 

 

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