Presentation on theme: "Engaging Learners in an Online Course: Success Factors Zoraini Wati Abas, EdD Director, Center for Learning, Teaching and Curriculum Development Putera."— Presentation transcript:
Engaging Learners in an Online Course: Success Factors Zoraini Wati Abas, EdD Director, Center for Learning, Teaching and Curriculum Development Putera Sampoerna Foundation University Project Jakarta, INDONESIA firstname.lastname@example.org
Student Engagement How do we know that students are engaged in their course? 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
Student Engagement Is it important? 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Student Engagement Course Completion (Good Grades) Program Completion (Good Results)
Student Engagement Literature Review 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh
Student Engagement Appleton, Christenson and Furlong (2008) explains that engagement has two or three components such as positive conduct, effort and participation. Chen, Gonyea and Kuh (2008) defines engagement as the degree to which learners are involved with their educational activities and that engagement is positively linked to desired outcomes, high grades, student satisfaction, and perseverance. What does it mean? 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
Providing a learning- centered approach (Hunt & Chalmers, 2012) The facilitator needs to provide effective facilitation of learning through new or innovative ways. Social constructivist approach works best – collaboration between learners in a learning environment. Use of Web 2.0 tools What does it mean? 4-7 Feb 2013ZWAbas-eLI2013-Riyadh Student Engagement
Beer, Clark & Jones (2010). Student engagement is linked to undergraduate academic achievement, student attribution, student retention, student motivation and institutional success. Trowler (2010), when learners are engaged…they are shaping and leading their own learning and education. Why is it important? 4-7 Feb 2013ZWAbas-eLI2013-Riyadh Student Engagement
Kuh (2003). Student engagement holds the magic wand making it possible for students to succeed and develop their potential. Duffy, Korkmas, Dennis, et al (2005), students who are more engaged learn more Why is it important? 4-7 Feb 2013ZWAbas-eLI2013-Riyadh Student Engagement
Ruey (2010), when learners feel involved and engaged in the course, they perform well and the desired learning objectives are achieved. Coates (2005), student engagement is directly or indirectly related to improvement in student learning. Why is it important? 4-7 Feb 2013ZWAbas-eLI2013-Riyadh Student Engagement
Benefits Greater sense of ownership over their learning Increased motivation Improved self-esteem Greater achievement Improved relationship with peers and educators Increased self-efficacy 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh
Trends 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Welcome to higher education circa 2012, where on many campuses, the stale, passive lecture model is being replaced by a more dynamic way of teaching and learningone in which students and instructors collaborate in a give-and- take fashion to make meaning together, - Tony ODriscoll, a professor of business administration at Duke. Source: http://www.ecampusnews.com/top-news/how- collaborative-learning-is-transforming-higher-education/
Methodology Case Study of a 100 pct Online Postgraduate Course Course Design Environment to support social constructivist learning Activities to support student engagement Impact on student engagement Student feedback What it means to be engaged Indicators of student engagement 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh
How do we engage students in an online course? ZWAbas-eLI2013-Riyadh 4-7 Feb 2013
Ning as a Collaborative Learning Platform HMID 6303 http://hmid6303.ning.com HMEF 5083 http://hmef5083.ning.com 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Student Engagement using Web 2.0 Tools (Social Media)
Framework for Student Engagement 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Social Constructivist Learning Application of COL model Teacher Presence Cognitive Presence Social Presence Creation of a learner-friendly environment Provision of relevant and meaningful learning opportunities Relationship between Success Factors
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Community of Inquiry (COI) Model of Engagement Garrison, Anderson & Archer (2000)
Findings and Discussions Views of being engaged in learning Indicators of student engagement 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh
Questions to obtain students feedback What does to be engaged in learning mean? What are three factors that will encourage or show evidence that the learners are engaged? 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh
Views of being engaged in learning To be engaged in learning means to be self motivated to learn. Learning engagement refers to a situation where the instructor encourages learners to take an active role in their own learning by giving them practical tasks that will promote information processing and understanding of concepts. I think that this means for the learner to be actively involved in all learning activities through interacting with instructor, peers, web, learning material. It also means that the tasks must be able to maintain the students interests and so must include tasks designed to challenge the students problem solving abilities, reasoning, evaluation skills and other cognitive abilities. Learning engagement involves learners in authentic tasks to involve problems solving. 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
Emerging themes – student engagement self-motivation encouragement from the instructor active role/involvement in learning practical tasks, helping students to learn, involvement with instructor, peers, Web and learning materials, authentic and meaningful tasks to maintain student interest where students problem solving abilities, reasoning, evaluation skills and other cognitive abilities are suitable challenging. 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
Indicators (evidence) of Student Engagement The learner interacts with the content and discovers concepts and principles to apply The learner takes responsibility for learning and collaborates with other learners Actively participating and enthusiastic in the lesson discussions, and posts, that is students respond in a timely manner Completing the assignments Submitting assignments on time Completing the course online Obtaining good grades for the course Motivating others in class Getting involved in class discussions Doing self-learning where needed in order to understand the subject matter even more 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
Factors to foster student engagement 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Social Constructivist Learning Application of COL model Teacher Presence Cognitive Presence Social Presence Creation of a learner-friendly environment Provision of relevant and meaningful learning opportunities
Supporting Social Constructivist Learning 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh DescriptionSteps TakenEvidence Design of learning within a social context where social interactions in forums and other online activities are predominant learning events Creation of: -Forums & -Online group activities Learners are connected with each other as they discussed and interacted with each other online
Engaging Students in Forums (Applying the COI Model for Student Engagement) 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh DescriptionSteps TakenEvidence Ensuring teaching presence (interaction with course facilitator) Facilitator visited and posted comments, issues for discussion, encouraging remarks, reminders, instructions or provided motivation to students. The facilitator provided learning guidance, for example, in the forum on assignments. Generally, forums provided issues for discussion (20 percent of the course marks) There were eight (8) discussion forums with active interaction.
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh DescriptionSteps TakenEvidence Ensuring teaching presence (interaction with course facilitator) Facilitator visited and posted comments, issues for discussion, encouraging remarks, reminders, instructions or provided motivation to students. The facilitator provided learning guidance, for example, in the forum on assignments. Generally, forums provided issues for discussion for which 20 percent of the course marks were allocated for active and quality participation. There were eight (8) discussion forums where students interacted actively. Ensuring cognitive presence Careful selection of resources to be viewed or read individually and then discussed. Discussions were made relevant and meaningful suitable for a matured group of postgraduate students to help them learn and achieve the objectives of the course. Students were allowed freedom of expression during online discussions. Students were seen to combine their new learning with previous knowledge and experience. Ensuring social presenceCreation of a pleasant, safe, secure and respectful environment where ideas were shared and differing opinions were shared and discussed. The facilitator ensured a positive atmosphere to support online interactions. Everyone was courteous and respectful to each other. DescriptionSteps TakenEvidence Ensuring cognitive presence Careful selection of resources to be viewed or read individually and then discussed. Discussions were made relevant and meaningful Students were allowed freedom of expression during online discussions. Students were seen to combine their new learning with previous knowledge and experience.
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh DescriptionSteps TakenEvidence Ensuring social presenceCreation of a pleasant, safe, secure and respectful environment where ideas were shared and differing opinions were shared and discussed. The facilitator ensured a positive atmosphere to support online interactions. Everyone was courteous and respectful to each other.
Creating a learner-friendly environment 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh DescriptionSteps TakenEvidence Selecting a platform with a learner-friendly interface and supportive of online group interactions. Selection of a social web site, Ning, popular because of its friendly interface and easy navigability that supports learning via group interactions and collaborative activities. Ning supports: forum discussions, chats, RSS feeds, embedding of videos, and the like. Learners were encouraged to upload their photos to increase the human element Learners were seen to be online more often compared to when using other platforms.
Providing relevant & meaningful learning opportunities 4-7 Feb 2013 ZWAbas-eLI2013-Riyadh DescriptionSteps TakenEvidence Designing (a) relevant and meaningful learning tasks, and (b) provision of learning activities using meaningful learning resources. Students were required to read/view, analyze, give feedback and opinions in relation to his/her personal or work experience. Learners were assessed based on two assignments and forum participation: a report on current trends and issues, based on readings and discussions to demonstrate understanding of the trends and issues in instructional technology a paper based on learning technologies in the open world with the development of a demonstrator application of the selected learning technology(ies) Forum discussions were also evaluated and comprised 20 percent of the course marks. Students were actively posting based on their reading of the textbook, The World is Open, other readings and selected videos. Students reported that the book was not only informative but also interesting to read.
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Teaching of Content Gaining of Knowledge, Understanding, Skill and Experience
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Engaging Students in Using Content in Problem Solving/Challenging Situations Personalizing Learning Meaningful Learning Gaining Knowledge, Understanding, Skill and Experience
4-7 Feb 2013 ZWAbas-eLI2013-Riyadh Authentic Learning Problem-based Learning Collaborative Learning Project-Based Learning Borderless Learning Bring Your Own Device (BYOD)
Summary & Conclusion ZWAbas-eLI2013-Riyadh 4-7 Feb 2013
What can we conclude? Despite very few learners, they were actively engaged during course, the online discussions with the facilitator and peers, as well as involved with the learning tasks and the course assignments. All learners submitted their assignments and completed the course successfully. Factors supporting student engagement COI engagement model for online discussions, Learner-friendly online environment Relevant and meaningful learning materials and activities Design of an online learning environment via a Web 2.0 platform that supports social constructivist learning which in turn provides a learning-centered approach 4-7 Feb 2013ZWAbas-eLI2013-Riyadh
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