{"id":8205,"date":"2020-04-17T16:00:07","date_gmt":"2020-04-17T21:00:07","guid":{"rendered":"https:\/\/blogs.acu.edu\/adamscenter\/?p=8205"},"modified":"2020-07-24T14:19:23","modified_gmt":"2020-07-24T19:19:23","slug":"student-motivation-and-engagement-in-the-online-class","status":"publish","type":"post","link":"https:\/\/blogs.acu.edu\/adamscenter\/2020\/04\/17\/student-motivation-and-engagement-in-the-online-class\/","title":{"rendered":"Student Motivation and Engagement in the Online Class"},"content":{"rendered":"<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400\">As plans are made for a summer of online teaching for ACU, our thoughts may be scattered between figuring out how to teach our content in this format while connecting with students and finding ways to keep them motivated. Student engagement can be challenging face to face, but these challenges are different in the online environment. The Adams Center is deeply grateful for the faculty at ACUDallas. Because their teaching is done completely online, they graciously agreed to share some of their wisdom and insights. The following tips come from our ACUDallas colleagues.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Communication<\/b><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The online environment makes transparency in assignments and assessments even more crucial. Make the course outcomes and purposes for coursework clear.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consider a consistent course pattern so that each module or week is easier to follow. Use consistent terminology.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Share your contact information with students so they know how to reach you. Balance responding to student questions in a timely manner with setting boundaries for yourself regarding your working hours.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Make scheduling time with you easy. <\/span><a href=\"http:\/\/calendly.com\/\"><span style=\"font-weight: 400\">Calendly.com<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"http:\/\/youcanbookme.com\/\"><span style=\"font-weight: 400\">youcanbookme.com<\/span><\/a><span style=\"font-weight: 400\"> are good options.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use synchronous time for meeting with students one on one or in small groups. Make these sessions shorter so you can spend time with each student instead of trying to create an online, synchronous class discussion with a large class.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If an assignment has the potential to be complicated, record a video of yourself talking through the assignment as you might in a face to face setting.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><b>Feedback<\/b><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Detailed, timely, and specific written and video feedback are important. Consider assignment debriefs to the whole class that outline the major points\/learnings\/concepts you want to emphasize.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">It is important for students to hear your voice and tone. Written comments alone can come across as cold or harsher than you intend.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Take advantage of Canvas Studio\u2019s features when considering feedback to student work.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consider <\/span><span style=\"font-weight: 400\">posting a video (or holding a synchronous session) where you are reflecting on course material and digging into it alongside the students.\u00a0<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><b>Humanizing<\/b><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If possible, provide <\/span><span style=\"font-weight: 400\">personal individualized contact, especially in the beginning. Establish a relationship.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Acknowledge the reality that the current situation is not what we all originally planned. \u201cWe are all in this uncertain time together in a situation none of us planned.\u00a0 We are learning together how to navigate this.\u201d\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Be open to suggestions and incorporate some of their ideas if possible.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Let your personality show.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Applaud and celebrate their efforts.\u00a0 Many of them are in difficult circumstances right now.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><b>Additional resources about online learning<\/b><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/drive.google.com\/file\/d\/1aqSLmPKGgcqTa-f2WX7MP41PyeTbxME8\/view?usp=sharing\"><span style=\"font-weight: 400\">Chen, B., deNoyelles, A., Patton, K., &amp; Zydney, J. (2017). Creating a community of inquiry in large-enrollment online courses: An exploratory study on the effect of protocols within online discussions, Online Learning 21(1), 165-188. doi: 10.24059\/ olj.v21i1.816<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Conrad, R.-M., &amp; Donaldson, J. A. (2011). Engaging the Online Learner: Activities and Resources for Creative Instruction. Updated Edition. Jossey-Bass, An Imprint of Wiley.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/drive.google.com\/file\/d\/155hyk4nppqhSuII_FO392bjc6AVwQx7Q\/view?usp=sharing\"><span style=\"font-weight: 400\">Dolan, J., Kain, K., Reilly, J., &amp; Bansal, G. (2017). How Do You Build Community and Foster Engagement in Online Courses? New Directions for Teaching &amp; Learning, 2017(151), 45\u201360.<\/span><\/a><a href=\"https:\/\/doi.org\/10.1002\/tl.20248\"><span style=\"font-weight: 400\"> https:\/\/doi.org\/10.1002\/tl.20248<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/drive.google.com\/file\/d\/15B2ZYyDXLwiwNTC0aHK-2JEj9dpXLowS\/view?usp=sharing\"><span style=\"font-weight: 400\">O\u2019 Shea, S., Stone, C., &amp; Delahunty, J. (2015). \u201cI \u2018feel\u2019 like I am at university even though I am online.\u201d Exploring how students narrate their engagement with higher education institutions in an online learning environment. Distance Education, 36(1), 41\u201358. https:\/\/doi.org\/10.1080\/01587919.2015.1019970<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/drive.google.com\/file\/d\/13oug8lo5AWIPq_QxLeGYn07EpVeR6Dud\/view?usp=sharing\"><span style=\"font-weight: 400\">Redmond, P., Heffernan, A., Abawi, L., Brown, A., &amp; Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. doi:10.24059\/olj.v22i1.1175<\/span><\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; As plans are made for a summer of online teaching for ACU, our thoughts may be scattered between figuring out how to teach our content in this format while connecting with students and finding ways to keep them motivated. Student engagement can be challenging face to face, but these challenges are different in the [&hellip;]<\/p>\n","protected":false},"author":15697,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[99733,199273],"tags":[],"post_folder":[],"class_list":["post-8205","post","type-post","status-publish","format-standard","hentry","category-informative-articles","category-rapid-remote-teaching"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts\/8205","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/users\/15697"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/comments?post=8205"}],"version-history":[{"count":1,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts\/8205\/revisions"}],"predecessor-version":[{"id":8206,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts\/8205\/revisions\/8206"}],"wp:attachment":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/media?parent=8205"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/categories?post=8205"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/tags?post=8205"},{"taxonomy":"post_folder","embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/post_folder?post=8205"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}