Student engagement

What can we learn from students about online education?

Submitted by miranda.prynne on Wed, 28/07/2021 - 09:00
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There is always a lot of focus on what we can teach students at university. Our job, after all, is to provide them with the skills and knowledge to thrive in their chosen careers. But students can also be a valuable source of knowledge and inspiration for teachers – as was the case when we asked students to provide feedback about our online teaching.

Standfirst
Yidan Qin shares some key lessons from a survey of students regarding what is needed to make online teaching effective
Teaser
Yidan Qin shares some key lessons from a survey of students regarding what is needed to make online teaching effective

We shouldn’t confuse online engagement with logging in

Submitted by dene.mullen on Fri, 23/07/2021 - 09:00
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In physical spaces, educators can often pick up on how engaged their students are in their learning. Understanding this quality of “student motivation” is intuitively simple to recognise but challenging to measure or formally report.

In the classroom, we can look into the faces of the people we’re teaching and assess how closely they’re paying attention. Targeting questions or engaging individuals in dialogue can further help to gauge the attentiveness of your learners. Of course, doing this requires being able to see the people you’re teaching.

Standfirst
When assessing the all-important ‘engagement’ metric, the sector often defaults to the crude measurement of attendance − which is clearly flawed, says Chris Headleand
Teaser
When assessing the all-important ‘engagement’ metric, the sector often defaults to the crude measurement of attendance − which is clearly flawed, says Chris Headleand

How to engage students when some are in the room and some are on Zoom

Submitted by miranda.prynne on Thu, 22/07/2021 - 09:00
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I’m Flower Darby and today I’m thinking about how to engage students when you have some students in a physical classroom with you, and other students remotely joining class via Zoom or a similar video conferencing platform.  

If you have been teaching in this kind of a remote synchronous format, you know it can be very challenging to engage all students equally.

Standfirst
Flower Darby offers practical tips for keeping all students engaged when teaching a class in which some students are with you in person and others are learning remotely via a teleconferencing platform
Teaser
Flower Darby offers practical tips for keeping all students engaged when teaching a class in which some students are with you in person and others are learning remotely via a teleconferencing platform

Pandemic teaching: storm clouds and silver linings

Submitted by miranda.prynne on Mon, 19/07/2021 - 09:00
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It was 16 March 2020 when my fever and respiratory symptoms started to take hold. Like millions from around the globe, I would later find out that I’d contracted the coronavirus. This was not exactly what I needed given that I was teaching three sections at the time.

Like all of us in higher education, I quickly pivoted, developing new ways to deliver material, connect with students and assess their knowledge. 

Standfirst
Glenn Geher talks through the highs and lows of teaching during a pandemic and the lessons we can learn from them
Teaser
Glenn Geher talks through the highs and lows of teaching during a pandemic and the lessons we can learn from them

Funny memes and other ways to encourage students to keep their cameras on

Submitted by sara.custer on Fri, 16/07/2021 - 00:01
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“I can better pace if I can see your face!” “Many students report that having cameras on makes class more enjoyable!” These are two of the reasons we gave to students in our introductory biology laboratory course this past semester to encourage them to turn on their cameras during synchronous remote classes introduced as a result of the pandemic.

Standfirst
Frank R. Castelli offers advice from his evidenced-based strategy to get students to use their cameras without requiring it
Teaser
Frank R. Castelli offers advice from his evidenced-based strategy to get students to use their cameras without requiring it

Monitoring student engagement via online teaching tools

Submitted by miranda.prynne on Mon, 12/07/2021 - 09:00
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When one thinks of teaching and learning in higher education, images of lecture halls, classrooms and labs come to mind, places where instructors manage the design and delivery of curriculum content, where students are motivated to deepen their knowledge, and where participation and progress can be engaged and monitored.

Standfirst
Maurice Kinsella and colleagues offer practical advice on using the virtual learning environment (VLE) tools to monitor student engagement and focus support efforts where they are needed
Teaser
Maurice Kinsella and colleagues offer practical advice on using the virtual learning environment (VLE) tools to monitor student engagement and focus support efforts where they are needed

Government needs to step up in the student retention battle

Submitted by dene.mullen on Fri, 09/07/2021 - 09:00
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The UK higher education sector is on the edge of its proverbial seat awaiting the next government announcement on what going to university will look like for students in the coming academic year.  

While the nation’s Covid-19 vaccination programme is progressing at pace, universities are acutely aware that the pandemic is far from over.

Standfirst
The HE sector needs the resources to get better at spotting students at risk of falling behind or dropping out altogether, says John Couperthwaite
Teaser
The HE sector needs the resources to get better at spotting students at risk of falling behind or dropping out altogether, says John Couperthwaite

This is our chance to create the classroom of the future

Submitted by dene.mullen on Mon, 28/06/2021 - 09:00
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It’s no secret that the sudden shift to an online teaching format left many students feeling disengaged and instructors struggling to connect with their students. And although it might seem that the answer is to return to “normal”, for most students, “normal” was far from optimal.

Standfirst
We know what works best for learning, and most of it is easier to implement in the online world, says Daphne Koller
Teaser
We know what works best for learning, and most of it is easier to implement in the online world, says Daphne Koller

We must encourage the art of passing (virtual) secret notes in class

Submitted by dene.mullen on Fri, 25/06/2021 - 01:01
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Imagine you’re in a busy cocktail bar and you have the menu in your hand. You’re unfamiliar with the cocktail names and most of their lavish ingredients. But it’s last orders so you need to decide quickly. What do you do? Choose at random and hope for the best? Ask the bar staff for a recommendation? Reinspect the menu for something vaguely familiar?

Standfirst
Far from being unwanted classroom distractions, informal communications such as gifs, emojis and online chat can fulfil basic human needs, say Claire Kinsella and Linda Kaye
Teaser
Far from being unwanted classroom distractions, informal communications such as gifs, emojis and online chat can fulfil basic human needs, say Claire Kinsella and Linda Kaye

Don’t downplay the role of community colleges in healing a nation

Submitted by dene.mullen on Wed, 23/06/2021 - 01:01
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As an immigrant to the US, I’ve been disheartened by the increasingly fractured relationship between government and civil society in this country.

Standfirst
At a time of rampant disinformation, these two-year institutions can be the engines of enquiry and purpose that enable the next generation to rebuild our democracy, says Eduardo Padron
Teaser
At a time of rampant disinformation, these two-year institutions can be the engines of enquiry and purpose that enable the next generation to rebuild our democracy, says Eduardo Padron