Engaging CCCOnline Students: Considerations for a Successful Class

I. Managing the Online Workload

Time management is a common concern for online and community college students, but what about their instructors? Efficient use of your valuable time while teaching online is an important topic; find some ideas on the subject below, and add your own in the Student Engagement Discussion!

General Time Management for Academics

Vasiliver-Shamis, writing in Inside Higher Ed (2016), offered a helpful article on managing time in the academy. She noted most of our time should be spent on tasks we classify as “nonurgent and important”; she also wrote that multitasking “is a scam,” and taking breaks is important.

Grading Efficiently (and Effectively!)

In Faculty Focus, Orlando stressed the importance of feedback on student work (2015), and suggested creating a time-saving “Teaching Toolbox,” or repository of common feedback you can copy and paste into student work repeatedly.

Regarding such a toolbox, note CCCOnline subscribes to TurnItIn, which includes the Online Markup (GradeMark) feature in which instructors may create and save “Quick Marks” to drag and drop into assignment feedback. For information, see “GradeMark (Online Markup) for Assignments Folders Overview” on the CCCOnline Knowledgebase and our webinar recording regarding the TurnItIn Feedback Studio.

More good tips on efficient grading are found within the articles below:

• Smith, V., & Maher Palenque, S. (2015, February 2). Ten Tips for More Efficient and Effective Grading. Faculty Focus.

Encourage Your Students to Help Each Other

Remind students that they should ask the Q&A discussion board first when they have course- or assignment-related questions. Not only does this increase the likelihood that students’ questions will get answers more quickly, but as an “Online Discussions” piece at the Cornell University Center for Teaching Excellence (2016) pointed out,

“Online discussions can be a space where students answer each other’s frequently asked questions about the course, helping to alleviate the instructor workload by dealing with questions that otherwise might be emailed to her or him.”

II. Assessing Prior Knowledge

How might you guide students to link their existing knowledge to new information they will learn in your class? Read on for some information; and you are welcome to comment in our Student Engagement Discussion!

Why Assess Students’ Prior Knowledge?

Assessing students’ prior knowledge is supported by learning theory and research on how students learn (Cornell University, 2016). Assessing prior knowledge is useful to teaching because it allows you to understand students’ general preparedness and target knowledge gaps, become aware of the students’ diverse backgrounds, and bridge the gap between what students do and do not know (Cornell University, 2016 & University of Texas at Austin, n.d.). In short, “assessing prior knowledge can enable both the instructor and the student to allocate their time and energies in ways that will be most productive” (Carnegie Mellon University, n.d.).

How Does One Assess Students’ Prior Knowledge?

Instructors might choose to assess informally at the beginning of a course, a unit, or even a particular discussion. Such assessments should not be graded and could be submitted anonymously, if appropriate (University of Texas at Austin, n.d., & Cornell University, 2016).

Several useful online sources offer and describe various ways to check students’ background knowledge, such as

• Quick Inventory
• Background Knowledge Probe
• Focused Listing
• Concept Inventories

For more specific information on ways to assess prior knowledge, see these articles from Cornell, Carnegie Mellon, and the University of Texas at Austin Universities.

Further Considerations About Prior Knowledge

Finally, Ambrose, Bridges, DiPietro, Lovett, and Norman pointed out that certain attributes of students’ prior knowledge can either help or hinder their learning (2010).

Students’ prior knowledge (PN), to help learning, must be activated: students must be aware of PN; sufficient: students must know enough about PN; appropriate: the PN must apply in the current learning context; and accurate: the PN must not be incorrect (Ambrose et al., 2010).

III. Keeping online students on task

Given the nature of the online classroom with its asynchronous activities, keeping online students on task can be a challenge. Below are some ideas, but feel free to volunteer your own ideas and strategies in our Student Engagement Discussion!

Tracking Students Through the LMS

The CCCOnline Knowledgebase offers how-to guides on using Intelligent Agents and Class Progress tools. Both tools are intended to help instructors help their students keep on track throughout the class, and ultimately have a successful class experience.

General Reminders for Students

CCCOnline Student Affairs manages and offers a Student Orientation workshop, and we strongly encourage all students to complete this on-demand course in D2L. Our Student Orientation addresses the differences between traditional and online learning, and highlights the importance of study skills and time management, having a support system in place, understanding technology tools, and connecting with peers and instructors. As a CCCOnline instructor, you might remind students of this resource (you may provide them with these directions on how to self-enroll).

In addition, Bali offered noteworthy advice for adult online learners in the Chronicle’s ProfHacker (2016). The author explained that students should seek help but also offer help in the course’s Q&A discussions; they should plan a workspace realistic for their lifestyle; and, optionally, they may set up notifications through the LMS so they are alerted as the class is updated — when someone responds to their discussion posts, for instance.

Helping Students to Break the Procrastination Habit

Corbett and LaFrance in Inside Higher Ed (2016) encouraged instructors to help students with “antiprocrastination habits” that will help them in the classroom and in their lives. The authors encouraged instructors to discuss with students why they procrastinate, and to encourage them to distinguish “between wise waiting and unhelpful delaying”; they also encouraged instructors to share personal experiences with procrastination and finally, to ask students to reflect critically on their planning approach to a given assignment.

What You Can Do When Students Are Inactive or Unmotivated

Sull offered helpful suggestions to motivate online students in eLearn Magazine, including “don’t hesitate to reach out to students with whom there is a motivation problem” (2008).

Writing in the Chronicle’s ProfHacker, Hara pointed out that if students aren’t participating in class discussions, the problem could be with the course material or with instructor behavior.  For example, students may be confused by “poorly worded or ambiguous questions”; they may not respond as readily when instructors do not know students’ names (it is easier to remember names on an online discussion board, but a friendly salutation is helpful!); or they may be responding to the instructor having “created an environment where students are afraid to be wrong” (2011).

IV. Monitoring student progress beyond the grade book

All our courses feature graded assignments; but how else might you monitor your students’ progress in the online environment? Find some thoughts below and volunteer your own in the Student Engagement Discussion!

Student Cues and Adjustments in Class

McAlpine, Weston, C. Beauchamp, Wiseman, and J. Beauchamp conducted a study (1999) wherein professors revealed how they monitored their students in a face-to-face classroom. Students were monitored via cues in the environment; these cues were classified as verbal, nonverbal, written, and “state” (i.e., subjective interpretations of the state of the learners) (McAlpine, Weston, C. Beauchamp, Wiseman, & J. Beauchamp, 1999). Professors paid attention to cues from individuals, groups, and the class as a whole (McAlpine et al., 1999).

In reflecting upon this study, the authors stated “learning how to monitor and evaluate cues, to pay attention to aspects of teaching that can influence learning, may facilitate [teaching] improvement” (McAlpine et al., 1999, p. 139). One might ask to what degree (and where) these cues apply when monitoring one’s students in an asynchronous online environment.

Additionally of interest, this study identified “two aspects of instruction: the intended curriculum and the lived curriculum,” the latter modified to particular students’ “needs…present difficulties…[and] affect” (McAlpine et al., 1999, p. 138). Again, one might ask how to modify instruction as the course unfolds when that course is built on a master template.

Staying Attentive to Students at CCCOnline

As you think about measuring and responding to the pulse of your CCCOnline class, keep in mind our courses do require students to participate in class discussions, and CCCOnline classes also feature open FAQ or “water cooler” discussions. Sacks, at Brigham Young University’s Center for Teaching & Learning website, suggested instructors should read such discussions for insight on which students are helping others, and for monitoring general quality of their advice (n.d.).

Also, CCCOnline Department Chairs encourage frequent class announcements and detailed, meaningful feedback on assignments. Holding online office hours is another option for communication with students, as is, of course, the LMS email (known as “internal messaging”).

Checking for Student Understanding

The use of Classroom Assessment Techniques (CATs) is an effective way to evaluate student progress formatively at intervals throughout your class. CATs, effectively used, are shown to impact positively students and their academic performance, as well as provide their instructors with immediately useful information about student learning (Classroom Assessment Techniques, n.d.).

Which CATs, do you think, are best suited to online learning, and precisely what would an instructor do to bring a CAT to life within the LMS? Several good resources, with ideas that may inspire, are below:

• Briggs, S. (2014, May 2). 21 Ways to Check for Student Understanding. Open Colleges InformED blog.

• Center for Innovative Teaching and Learning, Indiana University Bloomington. (2017). Classroom Assessment Techniques. In Teaching Resources.

A Personalized Approach

To turn to the subject of feedback for a moment, and in recognition of the importance of getting to know one’s class: some classic advice comes from Porter and Brophy (1988), who reminded us that effective teachers “routinely provide timely and detailed feedback, but not necessarily in the same ways for all students” (p. 82).

V. Creating and Maintaining a Welcoming, Enriching Environment

Below are a few additional ideas on classroom management. Feel free to add your own in the Student Engagement Discussion.

Getting to Know Your Students

CCCOnline classes include “Welcome to class” discussion boards; this is a great place for you to set a positive tone, connect with each of your students personally, and show them you are rooting for their success.

To borrow for a moment the “differentiated instruction” concept that has enjoyed positive results at the K-12 level (Joseph, 2013; Lightweis, 2013), you might choose to gather information on students’ personalities, interests, perceptions as capable students of the subject, and preferred learning styles (McCarthy, 2014). You may use this information to tailor responses to individuals and to groups of students in discussions throughout the class, relating your responses to course content, as appropriate. In addition, you may use the information to personalize written feedback on assignments – which might include encouragement and suggestions for study methods.

Methods of Clarification

In the course of teaching your CCCOnline class, you will have opportunities to add your own voice, expertise, and experience to the predetermined course content. Our instructors frequently use the News/Announcements tool in a variety of informative and inspirational ways; they also take advantage of the multiple Discussion boards, individual students’ feedback, and even internal messaging (course email) to reiterate course content, concepts, and applications.

Below are a few ideas for clarifying material – particularly difficult material – within all these class tools:

• as you explain, provide “relevant and multiple examples”
• repeat difficult ideas
• stress important points
• review material
• record 3-5 minute video lectures, slideshows with audio narration, or “screencast” videos of instructors solving problems (Sorcinelli, n.d.)

Helping Students Construct Explanations and Solutions

Student self-questioning and student self-explanation are two strategies you might try as you lead discussions that cover lecture notes or textbook readings. Briefly, student self-questioning helps improve reading comprehension and asks readers to generate certain questions while reading (Corley & Rauscher, 2013). Depending on students’ skill levels and the subject matter, those questions might include predictions about the readings, clarifications of unfamiliar words or phrases, summaries, inquiries about main ideas, and “what if” scenarios (Corley & Rauscher, 2013).

In student self-explanation, students explain lessons to themselves in order to improve their understanding. Again, depending on the course and classroom, self-explanation statements might involve simply re-reading and paraphrasing, or might involve higher-level inferences and self-monitoring (meta-cognitive) statements (Chamberland & Mamede, 2015).

References

I. Managing the Online Workload: References

Cornell University Center for Teaching Excellence. (2016, June 23). Online Discussions. In Teaching Ideas. No longer available online.

Orlando, J. (2015, September 29). How to Give Your Students Better Feedback in Less Time. Faculty Focus. http://www.facultyfocus.com/articles/online-education/how-to-give-your-students-better-feedback-in-less-time/

Renner, S. (2015, May 5). GradeMark (Online Markup) for Assignments Folders Overview. In CCCOnline Knowledgebase (Instructors: Support). https://kb.ccconline.org/article.php?id=109

Rivedal, K. (2016, December 2). Lightning Webinar: TurnItIn Feedback Studio. http://ccconline.libguides.com/CCCOnlineWebinarArchive

Smith, V., & Maher Palenque, S. (2015, February 2). Ten Tips for More Efficient and Effective Grading. Faculty Focus. http://www.facultyfocus.com/articles/educational-assessment/ten-tips-efficient-effective-grading/

Vasiliver-Shamis, G. (2016, July 25). How to manage your time better as an academic. Inside Higher Ed. https://www.insidehighered.com/advice/2016/07/25/how-manage-your-time-better-academic-essay

II. Assessing Prior Knowledge: References

Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons, Inc.

Cornell University Center for Teaching Excellence. (2016, June 23). What Do Students Already Know? In Teaching Ideas. No longer available online.

Cornell University Center for Teaching Innovation. (n.d.) Assessing Prior Knowledge. In Teaching Resources: Assessment & Evaluation. https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/assessing-prior-knowledge

Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University. (n.d.) Assessing Prior Knowledge. In Design & Teach a Course. https://www.cmu.edu/teaching/designteach/teach/priorknowledge.html

The University of Texas at Austin Faculty Innovation Center. (n.d.) Activate Prior Knowledge. In Instructional Strategies: Essentials of Learning. https://facultyinnovate.utexas.edu/prior-knowledge

III. Keeping Online Students On Task: References

Bali, M. (2016, October 25). Tips for effective online learning – Community edition. Chronicle of Higher Education ProfHacker blog. No longer available online.

Corbett, S. J., & LaFrance, M. (2016, January 8.) Procrastination-Proofing students. Inside Higher Ed. https://www.insidehighered.com/views/2016/01/08/how-help-students-avoid-procrastination-essay

Hara, Billie. (2011, January 17). Disruptive student behavior (the professor edition). Chronicle of Higher Education ProfHacker blog. No longer available online.

Sorensen, A. (2017, January 4). Creating Intelligent Agents in D2L. In CCCOnline Knowledgebase (Instructors: Support). https://kb.ccconline.org/article.php?id=275

Sorensen, A. (2017, January 4). Edit D2L Notification Settings. In CCCOnline Knowledgebase (Instructors: Support). https://kb.ccconline.org/article.php?id=273

Sorensen, A. (2017, January 4). Viewing a Student’s Progress Using Class Progress in D2L. In CCCOnline Knowledgebase (Instructors: Support). https://kb.ccconline.org/article.php?id=274

Sull, E.C. (2008, April). How to motivate your students. eLearn Magazine. http://elearnmag.acm.org/featured.cfm?aid=1373288

IV. Monitoring Student Progress Beyond the Grade Book: References

Briggs, S. (2014, May 2). 21 Ways to Check for Student Understanding. Open Colleges InformED blog. https://www.opencolleges.edu.au/informed/features/21-ways-to-check-for-student-understanding/

Center for Innovative Teaching and Learning, Indiana University Bloomington. (2017). Classroom Assessment Techniques. In Teaching Resources. https://citl.indiana.edu/teaching-resources/assessing-student-learning/classroom-assessment-techniques/

Innovative Learning Institute, Teaching and Learning Services, Rochester Institute of Technology. (n.d.) Classroom Assessment Techniques. In Course Design. https://www.rit.edu/academicaffairs/tls/course-design/teaching-elements/classroom-assessment-techniques

McAlpine, L., Weston, C., Beauchamp, C., Wiseman, C., & Beauchamp, J. (1999). Monitoring Student Cues: Tracking Student Behaviour in Order to Improve Instruction in Higher Education. The Canadian Journal of Higher Education, 29(2-3), 113-144.

Porter, A. C., & Brophy, J. (1988). Synthesis of Research on Good Teaching: Insights from the Work of the Institute for Research on Teaching. Educational Leadership, 45(8), 74-85.

Sacks, D. Center for Teaching and Learning, Brigham Young University. (n.d.)  5 Tips to Help Structure Courses to Engage Students. In Teaching Tips. No longer available online.

Sorensen, A. (2016, May 10). CCCOnline Email. In CCCOnline Knowledgebase (Instructors: Support). https://kb.ccconline.org/article.php?id=2

V. Creating and Maintaining a Welcoming, Enriching Environment: References

Chamberland, M., & Mamede, S. Self-Explanation, An Instructional Strategy to Foster Clinical Reasoning in Medical Students. (2015, December). Health Professions Education 1(1): 24-33. doi: 10.1016/j.hpe.2015.11.005

Corley, M. A., & Rauscher, W. C. American Institutes for Research. (2013). Teaching Excellence in Adult Literacy (TEAL) Center Fact Sheet No. 12: Deeper Learning through Questioning. https://lincs.ed.gov/sites/default/files/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf

Joseph, S. (2013, November). Strategies for enhancing student learning experiences in higher education. Caribbean Teaching Scholar, 3(2), 97-109.

Lightweis, S. K. (2013, Summer). College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies. College Quarterly, 16(3). Retrieved April 9, 2020, from http://collegequarterly.ca/2013-vol16-num03-summer/lightweis.html

McCarthy, J. (2014, January 15). Learning Preferences Cards. Opening Paths: Creating Solutions to Empower Learners. http://openingpaths.org/blog/2014/01/learning-profile-cards/

Sorcinelli, M. D. (n.d.) Explained course material clearly and concisely. IDEA. In Teaching & Learning Resources. http://www.ideaedu.org/Resources-Events/Teaching-Learning-Resources/Explained-course-material-clearly-and-concisely

Weselby, C. (2014, 2017, 2020). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Resilient Educator.  https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

Image citations:

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Patrick Tomasso. Book pages (2016), Unsplash. Retrieved July 18, 2019, from https://unsplash.com/photos/Oaqk7qqNh_c