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Engaging your synchronous class from a student's perspective

Engaging your synchronous class from a student's perspective. Sheri Anderson, Faculty Liaison Beth Allred, Instructional Designer Patsy Gonzalez, e-Learning Coordinator. Overview. Literature Review Methods Results. Literature Review. Literature Review.

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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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