{"id":59,"date":"2020-09-04T09:00:00","date_gmt":"2020-09-04T08:00:00","guid":{"rendered":"https:\/\/blogs.qub.ac.uk\/learningandteachingsonm\/?p=59"},"modified":"2020-08-31T12:26:11","modified_gmt":"2020-08-31T11:26:11","slug":"how-to-connect-with-students-in-online-learning","status":"publish","type":"post","link":"https:\/\/blogs.qub.ac.uk\/learningandteachingsonm\/how-to-connect-with-students-in-online-learning\/","title":{"rendered":"How to \u2018connect with\u2019 students in online learning."},"content":{"rendered":"\n<p>By: <strong>Dr Patricia McNeilly<\/strong><\/p>\n\n\n\n<p>Whether you have come to higher education recently with a wealth of recent clinical experience or you are (dare I say!) a&nbsp;well seasoned&nbsp;educationalist one of the things we all have to think about most when delivering our classes online is student engagement.&nbsp;&nbsp;Put quite simply -if the students don\u2019t&nbsp;engage&nbsp;they won\u2019t learn!&nbsp; This is&nbsp;all the more&nbsp;important in times of covid-19 which, as you know,&nbsp;has brought many challenges for students and staff in terms of undertaking and delivering programmes in new ways.&nbsp;<\/p>\n\n\n\n<!--more-->\n\n\n\n<p>If you are a good teacher, you work hard and are&nbsp;100 percent committed&nbsp;(as we all are)&nbsp;then the students should all engage in your learning activities online- Right? Wrong!&nbsp;&nbsp;(or at the very least not necessarily).&nbsp;Read on for some&nbsp;basic&nbsp;tips I\u2019m sharing based on my previous experience of delivering an&nbsp;online&nbsp;MSc module&nbsp;and also&nbsp;based on the work done by&nbsp;the&nbsp;School\u2019s Connected Learning&nbsp;group.&nbsp;Some of you will already be&nbsp;experienced&nbsp;in online teaching and learning but I hope you all find this blog useful in terms of reflecting on your experience to date&nbsp;and feel free to contact me with any thoughts. This is a huge subject area and one where, it seems, there is always room for development.&nbsp;&nbsp;<\/p>\n\n\n\n<p>I have 5&nbsp;key points for you to&nbsp;consider&nbsp;&nbsp;to&nbsp;help students connect with their online learning. In this first part, I\u2019ll talk about the first 2 points that really refer to the preparatory phase before you start teaching.&nbsp; <\/p>\n\n\n\n<p><strong>Be prepared<\/strong><strong>!<\/strong>&nbsp;<\/p>\n\n\n\n<p>There are essentially 3&nbsp;additional&nbsp;\u2018sub\u2019&nbsp;P\u2019s&nbsp;here:&nbsp;<\/p>\n\n\n\n<p>(!)&nbsp;Prepare yourself,&nbsp;(2)&nbsp;prepare your resources and&nbsp;(3)&nbsp;prepare the students (those of you&nbsp;who have been&nbsp;around for a few years might know that I have adapted that from practical classes from years gone by!?&nbsp;&nbsp;<\/p>\n\n\n\n<p>What training do you need? Where will you access it? How long will it take?&nbsp;Trust me you won\u2019t be able to put this together at the last minute even if you have years of experience as a teacher.&nbsp;How will you make your resources accessible for all students?&nbsp;These are questions to be answered within your own institution;&nbsp;nevertheless&nbsp;you do need to consider them at an early stage.&nbsp;<\/p>\n\n\n\n<p>Think about your strengths as a teacher thus far \u2013 how can you&nbsp;build on or&nbsp;adapt these for an online learning environment.&nbsp;&nbsp;If you are not sure&nbsp;about your&nbsp;strengths&nbsp;ask your students for feedback.&nbsp;For example, if you are passionate about your subject how will you get this across?&nbsp;If you are known for your support and empathy how will you create opportunities to demonstrate this?&nbsp;More about this later\u2026&nbsp;&nbsp;<\/p>\n\n\n\n<p>Set out your schedule of activities\/resources early so that you have time to address any issues.&nbsp; Right or wrong, students make their minds up about the potential quality of your teaching at a very early stage&nbsp;\u2013&nbsp;if they are not convinced that you are well organised and have a good quality \u2018product\u2019 this can&nbsp;drastically&nbsp;reduce engagement&nbsp;before you have barely started!&nbsp;Then you will really be up against it.&nbsp;Consider feedback from previous students&nbsp;if it\u2019s&nbsp;available&nbsp;.&nbsp; For example,&nbsp;were&nbsp;the resources easily located?&nbsp;Were the students clear about what they were asked to do?&nbsp;<\/p>\n\n\n\n<p>Anticipate what can possibly go wrong.&nbsp;&nbsp;Have a&nbsp;backup&nbsp;plan if the technology lets you&nbsp;or a student&nbsp;down.&nbsp;&nbsp;For example, if a student is unable to get online during a synchronous session plan on asking them to send you the tutorial material they have worked on and give prompt feedback. I have found that this really motivates the student and helps them to keep connected.&nbsp;<\/p>\n\n\n\n<p>Finally&nbsp;what do the students need by way of instruction in order to help them to navigate their way through your session(s).&nbsp; Set out your \u2018stall\u2019 clearly from the outset \u2013 consider a live webinar (or recorded session) at the start to orientate the students and back this up with written instruction to include information about the format and layout of the module or learning activity and what you expect in terms of engagement, what is required and when and how you are available to help.&nbsp;<\/p>\n\n\n\n<p>OK we\u2019ve dealt with the importance of good preparation&nbsp;of yourself, resources and students, now let\u2019s look&nbsp;further&nbsp;at how you are going to&nbsp;plan to&nbsp;engage the students once they start&nbsp;learning.&nbsp;<\/p>\n\n\n\n<p><strong>Be creative!<\/strong>&nbsp;<\/p>\n\n\n\n<p>You don\u2019t need me to tell you that teaching in higher education needs to be more and more creative&nbsp;as technology becomes an increasing part of our lives.&nbsp;When I started 17 years&nbsp;ago&nbsp;we used overhead projectors and&nbsp;acetate&nbsp;overheads&nbsp;(!)&nbsp;with&nbsp;100%&nbsp;face to face teaching.&nbsp;&nbsp;Current&nbsp;online&nbsp;platforms, such as canvas,&nbsp;can facilitate activities such as polls, chat, quizzes, breakout rooms and discussion boards. The availability of additional tools such as word clouds, coggle&nbsp;and so on&nbsp;is vast- see for a&nbsp;good&nbsp;summary&nbsp;of free resources&nbsp; \u2013<a href=\"https:\/\/library.educause.edu\/-\/media\/files\/library\/2020\/4\/freewebbasedlearntech2020.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/library.educause.edu\/-\/media\/files\/library\/2020\/4\/freewebbasedlearntech2020.pdf<\/a>&nbsp;<\/p>\n\n\n\n<p>What I would say is don\u2019t use too many&nbsp;and don\u2019t introduce new technologies near the end of the module when students are simultaneously learning whilst working towards their assessment.&nbsp;I\u2019ve done the latter and it just created stress when the students didn\u2019t need it.&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<p>Any tool is only as good as the person who uses it.&nbsp;Essentially less can be more and that also goes for&nbsp;recorded&nbsp;online lectures which should be&nbsp;broken down into short sections.&nbsp; For example, introduction, part 1, part 2, part 3&nbsp;etc.&nbsp;and a summary (thanks to Matt Birch for that one&nbsp;as it worked&nbsp;really well). The&nbsp;<em>max<\/em>&nbsp;should be about 10 minutes -any more than that and the student will just turn you off!&nbsp;&nbsp;<\/p>\n\n\n\n<p>Lastly, encourage creativity in the students \u2013 they will have lots of ideas of their own.&nbsp;<\/p>\n\n\n\n<p>In part 2 of the blog I\u2019ll look at how to&nbsp;keep&nbsp;students&nbsp;connected&nbsp;once they start learning!&nbsp;<\/p>\n\n\n\n<p><strong>How to&nbsp;<\/strong><strong>keep&nbsp;<\/strong><strong>students&nbsp;<\/strong><strong>connected&nbsp;<\/strong><strong>in online learning<\/strong><strong>: part 2<\/strong>&nbsp;<\/p>\n\n\n\n<p>We all know that student engagement is&nbsp;absolutely crucial&nbsp;to student learning and success in an academic programme. In professional programmes we have the added responsibility&nbsp;of fostering learning&nbsp;as a way to&nbsp;develop students\u2019 knowledge, skills and competence&nbsp;in order&nbsp;to practice safely and effectively. We should keep in mind though that student engagement is also&nbsp;really important&nbsp;in terms of the overall experience of being a university student and all that comes with it. Things like a firm sense of belonging to a particular Institution and School, personal and social development are also contingent on engagement with an academic programme.&nbsp;I\u2019m sure we\u2019ve all seen that when students don\u2019t attend or engage&nbsp;\u2013 they just don\u2019t feel part of anything and this in turn further dampens their engagement further.&nbsp;&nbsp;I can honestly say that I loved my time as a student many years ago-&nbsp;like many of you&nbsp;I still have a sense of pride over where I studied and importantly made lasting friendships that I have to this day.&nbsp;<\/p>\n\n\n\n<p>In part 1 of this&nbsp;blog&nbsp;you\u2019ll remember that&nbsp;I looked at the importance of being prepared and being creative as mechanisms&nbsp;to&nbsp;&nbsp;support&nbsp;&nbsp;students&nbsp;to&nbsp;connect with&nbsp;online learning&nbsp;-essentially&nbsp;the preparatory phase before&nbsp;teaching starts.&nbsp; In this second part, I\u2019ll share&nbsp;3 more key&nbsp;tips around the teaching phase&nbsp;to keep students connected:&nbsp;<\/p>\n\n\n\n<p><strong>Be approachable and available!<\/strong>&nbsp;<\/p>\n\n\n\n<p>Students&nbsp;greatly value the relationship with their lecturers&nbsp;and there is a risk that the&nbsp;student lecturer relationship could be missing in online learning, particularly when students have&nbsp;other&nbsp;problems&nbsp;to deal with.&nbsp;(For some great nursing research in this area- see&nbsp;Bramer,&nbsp;2020).&nbsp;In part 1 we talked about the importance of student support and empathy.&nbsp;&nbsp;Remember that students having difficulties often will stay behind after class in a face to face situation.&nbsp;&nbsp;How will you ensure that you continue to be supportive in an online context?&nbsp; I would&nbsp;recommend&nbsp;reassuring&nbsp;students in a synchronous&nbsp;(i.e.&nbsp;live)&nbsp;or&nbsp; asynchronous(i.e.&nbsp;recorded session)&nbsp;early on&nbsp;that you will be supportive to them.&nbsp; Thereafter, check in with them&nbsp;often&nbsp;and offer additional support.&nbsp;&nbsp;Ask them to rate where \u2018they are\u2019 in terms of their work&nbsp;using online quizzes for example.&nbsp;Being \u2018available\u2019 for an online \u2018chat\u2019&nbsp;or&nbsp;drop in&nbsp;sessions&nbsp;at a certain time(s)&nbsp;during the week&nbsp;can be&nbsp;really helpful&nbsp;in maintaining a sense of connection in&nbsp;the online learning environment.&nbsp; Your passion and enthusiasm&nbsp;for your teaching&nbsp;also comes into play here.&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>Be vigilant!<\/strong>&nbsp;<\/p>\n\n\n\n<p>Use the electronic tracing facility&nbsp;from the outset to see who is engaging (and who is not!).&nbsp; Rather than jumping to conclusions, find out why specific students have not been engaging&nbsp;if that has been the case&nbsp;and offer help.&nbsp;As we said in part 1, be clear from the outset&nbsp;about&nbsp;what you expect in terms of student engagement and set out the requirements of the module.&nbsp;<\/p>\n\n\n\n<p>In an online situation it is much easier for a student to contribute very little (or indeed not at all). It\u2019s human nature for some students&nbsp;to want to talk aloud in a&nbsp;live session&nbsp;more than others.&nbsp; For that reason, I\u2019m not a fan of calling out names and \u2018coerce\u2019 students into contributing.&nbsp; Those of you are experienced will know how to handle this.&nbsp; Sometimes a simple \u2018let\u2019s hear from someone else\u2019 can be enough.&nbsp;&nbsp;On the other hand, if there is no engagement from a student consider emailing them and comment that you noticed that they haven\u2019t been contributing and offer your support.&nbsp;<\/p>\n\n\n\n<p>If students as a group&nbsp;are not engaging well then&nbsp;by all means address&nbsp;the issues-but also&nbsp;reflect on your teaching as to why this might be the case (and ask them!).&nbsp;&nbsp;If you have addressed the previous&nbsp;point&nbsp;then this should not be a problem.&nbsp;<\/p>\n\n\n\n<p><strong>Be encouraging!<\/strong>&nbsp;<\/p>\n\n\n\n<p>Regular feedback, praise and acknowledge of ongoing engagement and work done (\u2018you\u2019ve been busy!\u2019) can be very powerful and motivating for students.&nbsp; Consider emailing individual students who are producing excellent work- remember that each student\u2019s situation is&nbsp;different&nbsp;and they have different strengths \u2013 find a way to value each student for the contribution they can make.&nbsp; Encourage students to study and learn together&nbsp;and don\u2019t be afraid to give&nbsp;students&nbsp;the freedom&nbsp;to engage in student led learning- for example, by way of student led group exercises.&nbsp;&nbsp;Remember that your expectations as a teacher&nbsp;are a very powerful predictor&nbsp;\u2013 if you expect your students to do well&nbsp;then&nbsp;they normally do.&nbsp; The reverse is also true (look up&nbsp;self fulfilling&nbsp;prophecy!)&nbsp;<\/p>\n\n\n\n<p>Finally enjoy!&nbsp; Good online teaching and learning is very rewarding and has many advantages&nbsp;for both students and teachers.&nbsp; Share your knowledge and skills, network and learn. The sky\u2019s the limit!&nbsp;<\/p>\n\n\n\n<p>Acknowledgement: I&nbsp;would like to thank Matt Birch e-learning developer for his guidance in developing the MSc module referred to earlier.&nbsp;<\/p>\n\n\n\n<p>Answer to question in part 1: Prepare yourself, prepare the equipment, prepare the patient!&nbsp;<\/p>\n\n\n\n<p><\/p>\n\n\n\n<p>Please leave your thoughts and comments by clicking on the &#8216;leave reply &#8216; link below<\/p>\n\n\n\n<p>_________________________________________________________________________________<\/p>\n\n\n\n<p>About the author:<\/p>\n\n\n\n<p>Dr Patricia McNeilly is a Senior Lecturer (Education) at QUB. She has been teaching for 17 years but still learning!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>By: Dr Patricia McNeilly Whether you have come to higher education recently with a wealth of recent clinical experience or you are (dare I say!) a&nbsp;well seasoned&nbsp;educationalist one of the things we all have to think about most when delivering &hellip; <a href=\"https:\/\/blogs.qub.ac.uk\/learningandteachingsonm\/how-to-connect-with-students-in-online-learning\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":841,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[4,5],"tags":[],"class_list":["post-59","post","type-post","status-publish","format-standard","hentry","category-covid","category-online-teaching"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - 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