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Archives for best practices

best practices

Faculty Spotlight: Jean Marsch

September 15, 2022

In this issue’s “Faculty Spotlight,” instructional designer Kerri Patton interviews Professor Jean Marsch about strategies to strengthen instructor presence in online courses. When teaching online, instructors have to compensate for their lack of physical presence in the classroom by engaging with their online students creatively and regularly. Here are some favorite strategies that Prof. Marsch uses in her course HIMT 415: Human Resource Management in Healthcare to build a rapport with her online students and increase her presence in the course.


Jean MarschProf. Marsch is an Associate Lecturer at UW-Green Bay and teaches in the Bachelor of Science in Health Information Management and Technology (HIMT) program. She holds a Bachelor of Science in Nursing from UW-Madison and an MBA from UW-Oshkosh. She was the Chief Human Resources Officer for Green Bay Public Schools and the Director of Human Resources at St. Vincent Hospital in Green Bay. She was also elected to and a member of the Green Bay School Board for 15 years. For 10 years, she served as the School Board’s president.

 

Kerri PattonKerri Patton is an instructional designer with UW-Extended Campus. She holds bachelor degrees in English Literature and German from UW-Eau Claire, a Master’s of Educational Technology from Boise State University, and a Graduate Certificate in Online Teaching from Boise State University. Prior to her current role, she served as an instructional designer with the UW MBA Consortium/UW Undergraduate Business Alliance. For 10 years, she was the German language instructor (Levels 1-AP) and German American Partnership Program coordinator for Memorial High School in Eau Claire, as well as a district instructional technology liaison. She also taught English in Germany as a U.S. Fulbright scholar. She began her career as a project coordinator and assessment report writer for Personnel Decisions International and a Desktop and Helpdesk Support Technician for UW-Eau Claire. 


Interview

What tools or strategies do you use to connect with students in your course so they know you are “present”?

Throughout HIMT 415: Human Resource Management in Healthcare, students take on the role of the newly hired manager of a health information management department in a fictitious hospital. They are divided into two discussion groups and alternate between responding to human resource issues posed in the scenarios or reflecting on the issues through discussion prompts. There is no perfect solution to the issues, but students are able to analyze various approaches to the issues using the concepts in the lecture, text, readings, and past or current employment. [Note: This type of activity is called a fishbowl discussion. You can reach out to your instructional designer if you would like to use a similar activity in your course.]

Screenshot of a Canvas Fishbowl Discussion
Screenshot of a fishbowl discussion set up in the Canvas learning management system

I connect with each student at least every week and write a response that is specific to their work. I feel it is important to respond timely to each student’s work, so I strive to do so within a day or two of the due date. In my response, I comment on the points they made and add additional supporting details, often making connections through my personal experiences in nursing and/or human resources. If a student’s response lacks depth and demonstrates little analysis, I encourage them by sharing examples of what additional information may be helpful to explain their ideas. I may also refer to a section of the text to supplement my responses.

Which of these strategies is your favorite? Which do you think is most effective?

I feel strongly that the content of this course can benefit students in current and future employment, and personally. For example, when we explore the issues around effective recruitment and retention, I encourage students to think not only about compensation, but all the other factors that are at play. When we study the chapter on benefits, students often comment that they took a second look at the benefits offered by their employer and came to appreciate not only the health and dental plans, but disability insurance, tuition assistance, paid time off, and more. By sharing the list of benefits (other than health insurance) that they consider most important, students comment on how they changed their thinking about the importance of benefits and that they will pay close attention when looking for employment. We relate this to how organizations can promote a full array of benefits when they develop recruitment materials.

Is there a story or example you would be willing to share about a time when developing a connection and presence in the course helped a student be successful?

One of the assignments in the course consists of writing a resume, cover letter, and reference list. When I first taught this class, I wondered if this lesson would be helpful to students who might find this assignment merely busywork. My concern was unfounded when I received a great deal of immediate feedback from students who appreciated my critiques. A student stated that after submitting the updated documents, an interview was scheduled within 24 hours. Clearly, this was not the only reason for the interview. However, I inform students that well-prepared application materials are often the first opportunity for a candidate to present themselves to an employer and therefore must be carefully and accurately prepared.

After each lesson, I send an announcement that summarizes the points of the lesson . . . I may call attention to a reading or share a recent and relevant article. Most often, I share an experience from my work that demonstrates how the concepts relate to HR and leadership practices.

How does your connection to students provide increased learning opportunities?

After each lesson, I send an announcement that summarizes the points of the lesson and I include important points or themes shared by students. I may call attention to a reading or share a recent and relevant article. Most often, I share an experience from my work that demonstrates how the concepts relate to HR and leadership practices.

How does your connection to students impact student performance or engagement?

I find that my students are very engaged in the lessons. They demonstrate engagement through responses to other students and me in which they share insights from their current or past employment, based on the topic of the lesson. For example, they may share how important it is to be able to balance work and family commitments or the impact that a supervisor and tuition assistance through an employer had on their decision to continue their education. We then translate these ideas into ways to structure a new position to retain staff. In our class scenarios, which were developed as real-world situations, the students are the supervisors. Through their participation in the scenarios, they learn that the decisions they make directly impact the ability to recruit and retain staff.

What was difficult at first about maintaining a presence in your course? How did you overcome that difficulty?

When I first taught the course, I was unsure of how much and the type of feedback to offer students. Based on input from students, I found that they appreciate feedback that enhances their ability to think deeper about an issue. When I get responses such as, “I never thought about this before,” or “I never realized that…,” or “I am going to add that to my staff evaluations,” I realize that the lessons and my personalized feedback make an impact.

Facilitating Online Social Presence

September 15, 2022

Introduction

Students report greater satisfaction in online courses where they perceive instructors to be active and engaged—that is, “socially present.” In the absence of their physical presence, online educators must establish a strong virtual presence with students to foster and sustain connectedness for the duration of a course. These connections are key to building a strong community of learning, which is a motivating factor for all learners. Read on for three straightforward strategies you can use in your online classroom to ramp up your social presence and foster connection with your students.


Create a Social Presence Plan

Developing an online course takes plenty of time and a great deal of planning. Once your curriculum is developed, your learning materials are chosen and vetted, and your class is constructed and published online, you might think your work is done. Good news: much of it is! To ensure all your efforts pay off when it’s “go time,” don’t forget to create a social presence plan that maps out how you will build, foster, and sustain meaningful and consistent engagement for the duration of your course. This plan might include strategies for items such as:

  • Posting Announcements: How often will you post? What type of information will you share? How will you share this information (written, audio, video)? What announcement content can you create ahead of time so it can be repurposed each term?
  • Giving Feedback: What level of feedback will you offer your students? Which assignments will you target for customized feedback? How will you deliver this feedback (written, audio, video)?
  • Participating in Discussions: When will you enter the conversation? As the subject-matter expert, how can you further a discussion without smothering it? How will you encourage more participation from group members? How will you intercede if group members get off track?
  • Holding Synchronous Office Hours: How will you structure office hours to encourage participation? How can you purpose office hours to achieve particular goals (e.g., live working sessions, interactive Q&As, collaborative problem-solving, etc.)?

Customize Announcements

Published right at the top of all Canvas courses, course announcements are located in a high-traffic area that is convenient for learners to engage with every time they log in to a course. Take advantage of this “prime real estate” by regularly using announcements. Doing so is an easy way to increase your presence and build a rapport with your students. Here are different types of announcements you might use in your course:

  • Regular Weekly Announcements: Start students off on the right foot by letting them know what’s to come in the week ahead. You can also highlight important due dates.
    Screenshot of weekly announcements in a Canvas course
    Screenshot of a list of regular weekly announcements posted in a Canvas course
  • Content-Specific Announcements: Hook students into a new unit or lesson by posting an enticing introduction that grabs their attention. Inject your energy and expertise into a topic by offering concentrated bursts of content-rich information that relates directly to what students are learning. Sell learners on “What’s in it for me?” and increase their interest in your topic by explaining how they will benefit from what’s being taught.
    Screenshot of a content-specific announcement
    Screenshot of a content-specific announcement
  • “Lesson Wrap-Up” Announcements: Extend student learning by wrapping up what’s just been covered and connecting it to the real world. Students want your subject-matter expertise—here’s a great chance to weigh in.
    Screenshot of a "Lesson Wrap-Up" Announcement
    Screenshot of a “lesson wrap-up” announcement
  • Solutions-Based Announcements: Offer helpful hints to students as they work through their assignments. Posting homework help and worked examples for students to reference as they complete their work is a fantastic way to guide their learning.
    Screenshot of a Solutions-Based Announcement (Homework Help)
    Screenshot of a solutions-based (homework help) announcement
  • “Just-in-Time” Announcements: Broadcast logistical updates as needed to alert students to important information that will affect them. Examples include updates to course content, technical issues, grading information, etc.
    Screenshot of a Just-in-Time Announcement
    Screenshot of a “just-in-time” announcement
  • Connection Announcements: Connect course content to the real world. Adult learners want to take what they’re learning in class and apply it to their lives and professions. Use announcements to show them how those arenas connect. Additionally, use announcements to connect your students to relevant job and professional development opportunities and/or resources that encourage them to engage with the subject matter more in-depth outside of class.
    Screenshot of a Connection Announcement Highlighting Additional Opportunities for Students Outside of Class
    Screenshot of a connection announcement advertising additional opportunities to students

Bonus Tip: Enabling the commenting feature on your announcements will encourage additional student-to-teacher and student-to-student interactions, which helps build community!


Give Prompt, High-Quality Feedback

Ensure that the feedback you offer to students is prompt. Being prompt in your replies will teach learners that they can rely on you to be present and responsive, which models professionalism and builds trust. Whether returning student calls, replying to questions in discussion forums, responding to student emails, or grading assignments and giving feedback, your timeliness matters to students so they get the information they need to make progress in your course.

Similarly, the quality of your feedback matters. Adult learners desire your expertise. They want your feedback to reflect on, learn from, and inform their current and future academic and professional efforts. Though it might be tempting to allow Canvas to auto-grade assignments, leaving students tailored comments, questions, insights, and suggestions for improvement is better for their learning. Giving customized feedback (via text, audio, or video comments in Speedgrader) is yet another way to beef up your presence in the course as learners can interact with your comments and respond.

Bonus Tip: Saving commonly used feedback for reuse (in a Word document, Excel file, etc.) is one way to make the grading process quicker. Just don’t forget to review and edit what you’ve written each time you copy it into Speedgrader Comments to ensure it’s accurate and fine-tuned for each student.

This article is based on a conference presentation by Kerri Patton and Terry Tao entitled “Facilitating Online Social Presence,” which was presented at the UW Extended Campus 2022 Collaborative Online Programs Faculty Symposium, May 24-25, 2022, Middleton, WI, United States. https://ce.uwex.edu/faculty-symposium/

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A Framework for Increasing Critical Thinking, Student Engagement, and Knowledge Construction in Online Discussions

July 15, 2022

Many faculty at UW Extended Campus use discussion strategies to engage their students and push them into higher levels of learning. From research, we know such strategies are necessary because most discussions do not naturally lead to higher levels of thinking (Darabi et al., 2011). Many instructors we have talked to have noticed this problem in their own courses—discussions can often feel like busywork or small talk. To achieve deeper discussions that show evidence of critical thinking and promote student engagement, research shows that your best bet is to provide the structure to make that happen (Brokensha & Greyling, 2015; Jarosewich et al., 2010). How do you create that structure? The Framework for Student Engagement and Critical Thinking can be used to provide the structure and support that will guide students into a deeper and more meaningful discussion and engage not only with the content but also with their peers. This five-component framework, developed out of research performed by Laurie Berry and Kristin Kowal (Berry & Kowal, 2022), can be used as a guide to help you add more dimension to your discussions.

High-Level View of Framework
The Framework for Student Engagement and Critical Thinking

Framework Component 1: Detailed Instructions and Clear Expectations

What is it?

Just like we can set up someone for success on a cross-country road trip with a good map, we can set up students for success with detailed instructions and clear expectations on how to approach the discussion. Research shows that when clear guidelines are in place, students can reach higher levels of learning (Gao et al., 2009). Now, this is not new. In online course design, there is a strong need for having clear expectations.

Example language

Below is what clear and detailed instructions might look like in a course:

Example of Instructions

The main idea of this framework component is to provide more guidance before the discussion starts, much like the detailed map for the road trip. The goal is to get students to show evidence that they are thinking more critically. Adding a purpose statement and criteria for success encourages students to push further and move beyond superficial discussion.

Framework Component 2: Share Thought Process

What is it?

The next framework component invites students to share their thought processes in their posts. This is comparable to the think-aloud process that you might already be using in your courses. Urging students to share their thought processes can uncover more detail and depth, which, in turn, can create more opportunities for meaningful discussion.

Example language

How does this component transfer to an online asynchronous discussion? The following is an example of language you can include in your instructions: “You can show evidence of critical thinking by sharing your thought process in doing the activity for all to see.” With this framework component, students are encouraged to share their thought processes from the start.

Framework Component 3: Prompt Discussion with Questions

What is it?

The third framework component asks students to pose questions to invite more discussion with their peers. Asking students to probe deeper and include questions in their posts can uncover areas that they may be struggling with or thinking about. By directing students to do this, you will help invite others to easily join in the discussion conversation and enable students to not only engage with the content but also with each other. You may even notice the discussion including elements of problem-solving and critical thinking, which are strong indicators of the students digging deeper. It can be rare to see students asking questions in their posts. However, when you ask students to include questions in their posts, they will answer the questions posed. Posting questions opens the door for others to easily join in the discussion.

Example language

You can invite students to ask questions or share their reflections by including language like the following in the instructions: “Ask questions of others in your post or reflect on something you may be struggling with or thinking about.”

Framework Component 4: Weave Evidence into Post

What is it?

You may have noticed this, but often when students are asked to use sources with their discussion, they merely post a link at the bottom of their post without referencing it in the discussion itself. This framework component focuses on weaving evidence or sources into the body of the discussion. Research has shown that most discussion prompts do not ask students to refer to materials to support their answers (Jarosewich et al., 2010). Directing students to weave their references into the discussion allows you and others to quickly identify where or how they learned the information rather than assuming the information is tied to something the student may have read.

Example language

Here is an example of language that can be added to the instructions: “Post an opinion or solution from your point of view and weave in evidence to support it. Remember to reference the resources used to provide the evidence.”

Framework Component 5: Reflection

What is it?

After a learning activity, students have developed so much new knowledge and connections, and you want to capture that gained information. This final framework component invites students to share what they have learned or experienced from the activity. It can be powerful to ask students to reflect on how they might have changed based on a learning experience. Adding a reflection component to your discussions can illuminate where construction of new knowledge has occurred. Including this component will take more time for students, but it is helpful for them to be able to synthesize not only their thoughts but also the thoughts and perspectives they gain from others.

Example language

In a discussion post, you can include a reflection component with questions like these to uncover any kind of transformation that has happened during the activity: “Did you learn anything new? Did you change your mind about anything? How have you deepened or expanded your own thinking?”

The process of digging deeper and constructing new knowledge commands a level of attention from students that signifies their engagement. Whenever students can interact with content in ways that allow them to construct new meaning, they form a deeper connection to the content itself and are able to interact more meaningfully with others (Brokensha & Greyling, 2015; Galikyan & Admiraal, 2019; Jarosewich et al., 2010; Wang & Chen, 2008).

Download a PDF handout of the Framework for Student Engagement and Critical Thinking to use as a resource.


References

Berry, L. A., & Kowal, K. B. (2022). Effect of role-play in online discussions on student engagement and critical thinking. Online Learning, 26(3), 4-21.

Brokensha, S., & Greyling, W. (2015). Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors’ intentions and reality in asynchronous online discussions. South African Journal of Higher Education, 29(4), 50–76.

Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27, 216–227.

Galikyan, I., & Admiraal, W. (2019). Students’ engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance. The Internet and Higher Education, 43, 1–9. https://doi.org/10.1016/j.iheduc.2019.100692

Gao, F., Wang, C. X., & Sun, Y. (2009). A new model of productive online discussion and its implications for research and instruction. Journal of Educational Technology Development and Exchange, 21(1), 65–78. https://doi.org/10.18785/jetde.0201.05

Jarosewich, T., Vargo, L., Salzman, J., Lenhart, L., Krosnick, L., Vance, K., & Roskos, K. (2010). Say what? The quality of discussion board postings in online professional development. New Horizons in Education, 58(3), 118–132.

Wang, Y.-m., & Chen, V. D.-T. (2008). Essential elements in designing online discussions to promote cognitive presence – A practical experience. Journal of Asynchronous Learning Networks, 12(3-4), 157–177.

Mid-Course Surveys: Ask Students How Your Course Is Working

February 27, 2020

Diverse group of students holding signs that say "survey".
Mid-course surveys capture formative feedback from students.

Mid-Course Surveys

Do your students have suggestions that could be incorporated into your course to make it a better experience for current and future students? Rather than waiting until the end of the course for feedback, instructors can ask for formative feedback from students midway through the course.

Although it may be hard to ask for feedback, the fact that you are asking shows how much you care about your students. The mid-course feedback is a way for instructors and students to share and respond to formative feedback, which can improve a course that is in progress and have a positive impact on learning now and in the future.

How to Design Questions

It is easy to create and set up a mid-course survey in Canvas. The survey should be anonymous (Canvas has a setting for anonymous responses) and can be as short as three short-answer questions.

To motivate students to provide feedback, it is important to emphasize in the survey’s instructions that student feedback is valuable and will be used to improve current and future learning experiences. If you would like to ask students for formative feedback, please contact your instructional designer for help in setting up a survey in your course.

Examples of formative feedback survey questions:

  1. What is one significant insight you have gained thus far in this course?
  2. What is one question about this course’s subjects that you still have?
  3. Please give your instructor one or two specific, practical suggestions of how they could help you improve your learning in this course.

Benefits of Conducting Mid-Course Surveys

There are several benefits to asking students for feedback in a mid-course survey:

  • By asking open-ended questions during the course, instructors can show that they are interested and open to students’ feedback, which can help motivate students.
  • The survey gathers the overall student perspective and gives the instructor time to respond to constructive feedback that can be implemented in the last half of the course.
  • The instructor can serve as a good role model for students by constructively responding to both positive and negative feedback.
  • Some students will be more receptive to formative feedback because they will see that the instructor is open to feedback as well.
  • Responding to feedback acknowledges the students that provided feedback and manages student expectations for the remainder of the course.
  • Instructors demonstrate that student feedback is valued with their willingness to incorporate recommended changes into the course and explain procedures or policies that may be confusing to students.

Tips for Follow-Up

After you ask students to complete the mid-course survey, it is important to respond to the formative feedback that you receive from students; we suggest that instructors respond by the end of the next week. Carefully consider what students say and look for themes that you can categorize their suggestions into for follow-up, such as the following:

  • Items you can change during the semester and when you will make the changes
  • Suggestions that need to wait until the next time the course is revised because of the impact on the remaining instruction in the course
  • The aspects that you either cannot or will not change because of instructional reasons (e.g., assessments)

Talk to your instructional designer about creating a mid-course survey today!

Resources

  • More information can be found in the Canvas Instructor Guide: How do I create a survey in my course?
  • What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective
  • Benefits of Talking with Students about Mid-Course Evaluations
  • Mid-semester Teaching Evaluations (video)

Faculty Spotlight: Steve Dunn Interview

August 13, 2019

Picture of Steve DunnThis June, I had the good fortune to sit down and talk with Steve Dunn regarding time management strategies in online courses. Steve is a veteran faculty member of UW Extended Campus’ Sustainable Management program with over six years of teaching experience. He is also partnering with the new Applied Biotechnology program. In our discussion, we covered the three phases of the course cycle: planning, development, and teaching. This blog post will discuss some of the key items that we spoke about for each phase. The main question that I asked Steve was, “If you look back at your years of experience in online education, what are some things that you would tell yourself when you first started?”

Planning

In the first part of our discussion, we talked about the shift to online education and how to approach planning for an online course. We know that the online education provides students and faculty an opportunity to view education from a different perspective. This requires a change in approach, working from the desired result and moving backwards (backwards design). In brief, backwards design is the course development process of starting with objectives, then building assessments based upon those objectives, and finishing development by locating resources that help students complete the assessments. In regard to using backwards design, Steve stated, “Beginning with the end in mind was the single hardest thing to wrap my mind around.” It is important to think ahead when planning your online course, and the backwards design process represents a shift from the traditional line of course design where development starts with a textbook and determines objectives last. If you are new to online education, it may take you some time to adjusting to backwards design, but it is a valuable process.

Along with backwards design, Steve mentioned that one of the biggest changes in the online education was working with a team on course design and development. He said that he was he was at first overwhelmed with the resources and wasn’t used to others asking questions about course design. His advice was to lean into the team approach and listen to the support. Steve said, “Recognize that you are on a team and that the team is trying to help you to make the courses so much better. Most professors are pretty busy with teaching, research, and their personal life, so the team is a big time saver.” Use your resources early and often, and don’t be afraid to reach out for advice! It can save a lot of time in development and when the course is active.

Recognize that you are on a team and that the team is trying to help you to make the courses so much better.

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