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Engaging your synchronous class from a student's perspective

This study analyzes strategies to engage students in virtual classrooms, focusing on interactivity and technological functionality to improve learning outcomes. Methods include surveys and data analysis. Discover effective tactics to keep students engaged and connected.

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Engaging your synchronous class from a student's perspective

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  1. Engaging your synchronous class from a student's perspective Sheri Anderson, Faculty LiaisonBeth Allred, Instructional DesignerPatsy Gonzalez, e-Learning Coordinator

  2. Overview • Literature Review • Methods • Results

  3. Literature Review

  4. Literature Review • Virtual classroom session design should include techniques for keeping students engaged in the lesson • Focus on interactivity • Inform students of interactivity expectations • Plan and inform academic requirements • Continuously improve interactivity over multiple sessions • Skillfully use technology • Have technical functionality and support (Keegan, et. al., 2005).

  5. Facilitating Online Session • Be prepared with resources and activities • Neutralize distractions • Set Ground Rules (e.g. type a “?” in the chat area if you have a question) • Use virtual body language (e.g. emoticons) • Use video for virtual body language (Finkelstein, 2006)

  6. Methods

  7. Methods • Survey study • Quantitative data • 7 item researcher developed questions including demographic information • Convenience sample of researchers’ courses covering 3 semesters • Deploy to 5 sections of Educational courses at UNC-Wilmington • Approximately 140 students received survey electronically • Return rate was approximately 15%

  8. Results

  9. Demographics • 70% of respondents were from the millennial generation (18-30 years old) • 30% were from generation X (30-50 years old)

  10. Strategies to Focus on Course Content

  11. Check-In Strategy

  12. Strategies for Types of Student Engagement

  13. Impact of Web Camera

  14. Student Comments • Without the camera, I wouldn't feel like I was being watched, so I would wander away from class. • When connection had "hiccups" then could read lips and know if there was more information that was missed • Facial expression and gestures communicate a lot when an instructor is speaking.

  15. References Finkelstein, J., (2006). Learning in Real Time: Synchronous Teaching and Learning Online. San Francisco: Jossey-Bass. Keegan, D., Schwenke, E., Fritsch, H., Kenny, G., Kismihók, G., Bíró, M., Gábor, A., Ó’Suilleabháin, G., and Nix, J. (2005). Virtual Classrooms in Educational Provision: Synchronous elearning systems for European institutions. Hagen: FernUniversitaet (ZIFF). Retrieved February 18, 2009 from: http://www.fernuni-hagen.de/ZIFF/synchronous.pdf.

  16. Questions Contact Information E-mail – e-learning@uncw.edu Website – http://www.uncw.edu/oel

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