Student Engagement in Synchronous Online Course Delivery Mc

Student Engagement in Synchronous Online Course Delivery Mc. Kenzie Ferguson (Pharmacy) Chaya Gopalan (Applied Health/Nursing)

Student Engagement in Synchronous Online Course Delivery Mc. Kenzie Ferguson (Pharmacy) Chaya Gopalan (Applied Health/Nursing)

Focus Group Members • Angela Andrews (Nursing) • Alicia Canterbury (Music) • Stephanie Hunziker (Pharmacy) • Angela Kim (Music) • Katie Ronald (Pharmacy) • Eric Ruckh (History) • Catherine Seltzer (English) • Jason Stacy (History) • Eric Voss (Chemistry)

Student Engagement in a Virtual Setting • • How do you get and keep your students’ attention? How do you humanize your online courses and express care for your students as fellow individuals? How can you infuse your courses with creativity, trying new methods, and refining old ones, to get students excited about learning? How can you regularly assess students’ growth and offer personalized suggestions to help them move forward? Definition offered by Karen Costa

Terminology • • Synchronous online learning: Real time virtual learning Asynchronous online teaching: students complete assigned work on their own Online flipped classroom/Blended virtual teaching: a combination of synchronous and asynchronous remote learning Hyflex: to blend online and face-to-face education

Flipped Online Learning Design (FOLD) STEP 1. Introduction of content: Pre-class (asynchronous) activity Guided readings/ lecture Power. Point/ lecture video/study guide Individual assessment over the assigned content STEP 2. Application of knowledge: In-class (synchronous) activity Review of Lecture Active learning session and its assessment Instant feedback

Class Organization • • • Emphasize expectations clearly upfront (verbal/welcome video/syllabus) in Blackboard Provide an orientation of course page Simplify the page with clear labels Organize course materials in a consistent place Set consistent deadlines and due dates Provide regular reminders

Class Organization • • • Pre-class Set a calendar invite with zoom link for class meeting times Record zoom sessions for later viewing In-class Consider ice-breakers if students do not know each other Host routine, online open office hours Speak to students by name whenever possible Consider more frequent breaks; use a timer, if needed

Tips for Student Engagement in a Remote Setting • Simplicity: organize content on the online course page in a simple manner that is easy to navigate • Online flipped teaching: principles behind flipped classroom is ideal for online teaching • Feedback: seek student feedback and make reasonable changes as required • Technical training: seeking institutional support, peer interaction, attending workshops/conferences

Content Delivery ● ● ● ● ● Be vulnerable and humanize yourself and your content Kahoot and Poll Everywhere, instant feedback/review Engage small group discussion or peer learning and assign roles Utilize discussion board Consider problem-based or debate-style learning Caption any recorded lectures or content Consider application of material during synchronous class times Provide feedback (1: 1 as much as possible) Use games as a way to teach (e. g. , Brady Bunch style)

Content Delivery - Zoom Tips ● ● ● Mimic face-to-face approach as much as possible Try polling questions or whiteboard option Breakout rooms for small group discussions • Instant feedback; regroup again before class ends

Assessment Strategies ● ● ● ● Create reflective assignments Personalize feedback as much as possible Recognize individual growth over time Consider more frequent, lower-stakes quizzes and assignments For group projects, have students work outside of class Collaborative group note-taking Offer student options for feedback and type of assessment Use a variety of approaches to explain a concept

Examples of Courses Taught During COVID-19

Flipped Online Class Design During COVID-19 Undergraduate senior level (required) course: Biology of Cardiovascular and Metabolic Diseases (N=13); taught in the flipped style first 8 weeks Second 8 weeks: • • Pre-class content: asynchronous Virtual meeting via Zoom: synchronous • • • Review of difficult concepts: white board on Zoom and Wacom tablet Individual quizzes: Poll. Everywhere Group activities: Breakout Rooms Instant feedback: students answered questions for the class Computerized exam: Lockdown browser/Respondus monitor

Experience of Flipped and Online Leaching

Lessons Learned The flipped teaching method was easy to switch over to an online format • One student withdrew, one student did not have a computer but was able to borrow from the university • Students were not informed to keep their video turned on during class time but felt that it was necessary •

A Student Survey of Physiology Course During COVID-19 Certified Nurse Anesthetist (CRNA) and Nurse Practitioner (NP) students in their first semester of their three-year doctoral program (N=34), one NP student withdrew

A Student Survey of Physiology Course During COVID-19

Virtual Assessments While the blend of asynchronous and synchronous online flipped teaching has been successful, virtual individual assessments remain a challenge

Discussion Specific to student engagement. . . • What challenges are most worrisome to you? • What strategies have you tried that have worked? What did not work?

Helpful Resources Spreadsheet of Online Teaching Tools Chronicle Advice Guides Teaching Without Walls (Michael Wesch - Anthropology) Building Community in Zoom (by Rachel Toor) 5 Ways to Connect with Online Students (Flower Darby)

Helpful Resources Icebreaking activities: https: //files. eric. ed. gov/fulltext/EJ 1073672. pdf Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment Sharing Paper Docs on Zoom (Phone as a Document Camera)

Examples Welcome video: https: //youtu. be/pxpd. Pc. BXHYc Flipped teaching: https: //youtu. be/LIjkr. Us. GE 2 E Student buy-in: https: //youtu. be/6 x 7 fp 1 i. HDXk Challenges and myths of flipped teaching: https: //youtu. be/6 n. XWYYr. Klys Pre-class assignments and assessments: https: //youtu. be/m 1 py. Ja. MLZOc Team-based learning: https: //youtu. be/xn 9 r. JOd 113 Q