{"id":61,"date":"2021-06-10T18:54:47","date_gmt":"2021-06-10T18:54:47","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/?post_type=chapter&#038;p=61"},"modified":"2022-07-22T00:24:40","modified_gmt":"2022-07-22T00:24:40","slug":"engaging-ccconline-students-considerations-for-a-successful-class","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/chapter\/engaging-ccconline-students-considerations-for-a-successful-class\/","title":{"raw":"Engaging CCCOnline Students: Considerations for a Successful Class","rendered":"Engaging CCCOnline Students: Considerations for a Successful Class"},"content":{"raw":"&nbsp;\r\n<h1>Engaging CCCOnline Students: Considerations for a Successful Class<\/h1>\r\n<h2>I. Managing the Online Workload<\/h2>\r\n<strong><em>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!<\/em><\/strong>\r\n<h3>General Time Management for Academics<\/h3>\r\nVasiliver-Shamis, writing in <em>Inside Higher Ed<\/em> (2016), offered a <a href=\"https:\/\/www.insidehighered.com\/advice\/2016\/07\/25\/how-manage-your-time-better-academic-essay\" target=\"_blank\" rel=\"noopener noreferrer\">helpful article on managing time in the academy<\/a>. She noted most of our time should be spent on tasks we classify as \u201cnonurgent and important\u201d; she also wrote that multitasking \u201cis a scam,\u201d and taking breaks is important.\r\n<h3>Grading Efficiently (and Effectively!)<\/h3>\r\nIn <em>Faculty Focus<\/em>, Orlando stressed <a href=\"http:\/\/www.facultyfocus.com\/articles\/online-education\/how-to-give-your-students-better-feedback-in-less-time\/\" target=\"_blank\" rel=\"noopener noreferrer\">the importance of feedback<\/a> on student work (2015), and suggested creating a time-saving \u201cTeaching Toolbox,\u201d or repository of common feedback you can copy and paste into student work repeatedly.<a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_1.png\"><img class=\"alignright size-full wp-image-62\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_1.png\" alt=\"Vector iage of toolbox with tools sticking out of the top. \" width=\"285\" height=\"250\" \/><\/a>\r\n\r\nRegarding such a toolbox, note CCCOnline subscribes to TurnItIn, which includes the Online Markup (GradeMark) feature in which instructors may create and save \u201cQuick Marks\u201d to drag and drop into assignment feedback. For information, see <a href=\"https:\/\/kb.ccconline.org\/article.php?id=109\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cGradeMark (Online Markup) for Assignments Folders Overview\u201d<\/a> on the CCCOnline Knowledgebase and <a href=\"http:\/\/media.ccconline.org\/ccco\/CAE\/Training\/Webinars\/2016\/LightningWebinarTurnItInFeedbackStudio120216\/LightningWebinarTurnItInFeedbackStudio120216.html\" target=\"_blank\" rel=\"noopener noreferrer\">our webinar recording<\/a> regarding the TurnItIn Feedback Studio.\r\n\r\nMore good tips on efficient grading are found within the articles below:\r\n<ul>\r\n \t<li>Smith, V., &amp; Maher Palenque, S. (2015, February 2). <a href=\"http:\/\/www.facultyfocus.com\/articles\/educational-assessment\/ten-tips-efficient-effective-grading\/\" target=\"_blank\" rel=\"noopener noreferrer\">Ten Tips for More Efficient and Effective Grading<\/a>. <em>Faculty Focus<\/em>.<\/li>\r\n<\/ul>\r\n<h3>Encourage Your Students to Help Each Other<\/h3>\r\nRemind students that they should ask the Q&amp;A discussion board first when they have course- or assignment-related questions. Not only does this increase the likelihood that students\u2019 questions will get answers more quickly, but as an \"Online Discussions\" piece at the Cornell University Center for Teaching Excellence (2016) pointed out,\r\n\r\n\u201cOnline discussions can be a space where students answer each other\u2019s 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.\u201d\r\n<h2>II. Assessing Prior Knowledge<\/h2>\r\n<strong><em>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!<\/em><\/strong><strong><em><a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2.png\"><img class=\"alignright wp-image-63 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2-300x150.png\" alt=\"Books in background with &quot;Prior Knowledge&quot; in foreground.\" width=\"300\" height=\"150\" \/><\/a><\/em><\/strong>\r\n<h3>Why Assess Students\u2019 Prior Knowledge?<\/h3>\r\nAssessing students\u2019 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\u2019 general preparedness and target knowledge gaps, become aware of the students\u2019 diverse backgrounds, and bridge the gap between what students do and do not know (Cornell University, 2016 &amp; University of Texas at Austin, n.d.). In short, \u201cassessing prior knowledge can enable both the instructor and the student to allocate their time and energies in ways that will be most productive\u201d (Carnegie Mellon University, n.d.).\r\n<h3>How Does One Assess Students\u2019 Prior Knowledge?<\/h3>\r\nInstructors 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., &amp; Cornell University, 2016).\r\n\r\nSeveral useful online sources offer and describe various ways to check students\u2019 background knowledge, such as\r\n<ul>\r\n \t<li>Quick Inventory<\/li>\r\n \t<li>Background Knowledge Probe<\/li>\r\n \t<li>Focused Listing<\/li>\r\n \t<li>Concept Inventories<\/li>\r\n<\/ul>\r\nFor more specific information on ways to assess prior knowledge, see these articles from <a href=\"https:\/\/teaching.cornell.edu\/spring-teaching-resources\/assessment-evaluation\/assessing-prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">Cornell<\/a>, <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/priorknowledge.html\" target=\"_blank\" rel=\"noopener noreferrer\">Carnegie Mellon<\/a>, and the <a href=\"https:\/\/facultyinnovate.utexas.edu\/prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">University of Texas at Austin<\/a> Universities.\r\n<h3>Further Considerations About Prior Knowledge<\/h3>\r\nFinally, Ambrose, Bridges, DiPietro, Lovett, and Norman pointed out that certain attributes of students\u2019 prior knowledge can either help or hinder their learning (2010).\r\n\r\nStudents\u2019 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).\r\n<h2>III. Keeping online students on task<\/h2>\r\n<strong><em>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!<\/em><\/strong>\r\n<h3>Tracking Students Through the LMS<\/h3>\r\nThe CCCOnline Knowledgebase offers how-to guides on using <a href=\"https:\/\/kb.ccconline.org\/article.php?id=275\" target=\"_blank\" rel=\"noopener noreferrer\">Intelligent Agents<\/a> and <a href=\"https:\/\/kb.ccconline.org\/article.php?id=274\" target=\"_blank\" rel=\"noopener noreferrer\">Class Progress<\/a> tools. Both tools are intended to help instructors help their students keep on track throughout the class, and ultimately have a successful class experience.\r\n<h3>General Reminders for Students<\/h3>\r\nCCCOnline 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 <a href=\"https:\/\/media.ccconline.org\/ccco\/CAE\/Training\/Workshops\/PPR\/registration_instructions_student_orientation.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">these directions on how to self-enroll<\/a>).\r\n\r\nIn addition, Bali offered noteworthy advice for adult online learners in the <em>Chronicle<\/em>\u2019s ProfHacker (2016). The author explained that students should seek help but also offer help in the course\u2019s Q&amp;A discussions; they should plan a workspace realistic for their lifestyle; and, optionally, they may <a href=\"https:\/\/kb.ccconline.org\/article.php?id=273\" target=\"_blank\" rel=\"noopener noreferrer\">set up notifications through the LMS<\/a> so they are alerted as the class is updated -- when someone responds to their discussion posts, for instance.\r\n<h3>Helping Students to Break the Procrastination Habit<strong> <a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3.png\"><img class=\"alignright size-full wp-image-64\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3.png\" alt=\"Vector image of a person laid back with a clock, book, and bench.\" width=\"250\" height=\"249\" \/><\/a><\/strong><\/h3>\r\nCorbett and LaFrance in<em> Inside Higher Ed <\/em>(2016) <a href=\"https:\/\/www.insidehighered.com\/views\/2016\/01\/08\/how-help-students-avoid-procrastination-essay\" target=\"_blank\" rel=\"noopener noreferrer\">encouraged instructors<\/a> to help students with \u201cantiprocrastination habits\u201d 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 \u201cbetween wise waiting and unhelpful delaying\u201d; 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.\r\n<h3>What You Can Do When Students Are Inactive or Unmotivated<\/h3>\r\nSull offered\u00a0<a href=\"http:\/\/elearnmag.acm.org\/featured.cfm?aid=1373288\" target=\"_blank\" rel=\"noopener noreferrer\">helpful suggestions to motivate online students<\/a> in <em>eLearn Magazine<\/em>, including \u201cdon\u2019t hesitate to reach out to students with whom there is a motivation problem\u201d (2008).\r\n\r\nWriting in the <em>Chronicle<\/em>\u2019s ProfHacker,\u00a0Hara pointed out that if students aren\u2019t participating in class discussions, the problem could be with the course material or with instructor behavior.\u00a0 For example, students may be confused by \u201cpoorly worded or ambiguous questions\u201d; they may not respond as readily when instructors do not know students\u2019 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 \u201ccreated an environment where students are afraid to be wrong\u201d (2011).\r\n<h2>IV. Monitoring student progress beyond the grade book<\/h2>\r\n<strong><em>All our courses feature graded assignments; but how else might you monitor your students\u2019 progress in the online environment? Find some thoughts below and volunteer your own in the Student Engagement Discussion!<\/em><\/strong>\r\n<h3>Student Cues and Adjustments in Class<\/h3>\r\nMcAlpine, 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 \u201cstate\u201d (i.e., subjective interpretations of the state of the learners) (McAlpine, Weston, C. Beauchamp, Wiseman, &amp; J. Beauchamp, 1999). Professors paid attention to cues from individuals, groups, and the class as a whole (McAlpine et al., 1999).\r\n\r\nIn reflecting upon this study, the authors stated \u201clearning how to monitor and evaluate cues, to pay attention to aspects of teaching that can influence learning, may facilitate [teaching] improvement\u201d (McAlpine et al., 1999, p. 139). One might ask to what degree (and where) these cues apply when monitoring one\u2019s students in an asynchronous online environment.\r\n\r\nAdditionally of interest, this study identified \u201ctwo aspects of instruction: the intended curriculum and the lived curriculum,\u201d the latter modified to particular students\u2019 \u201cneeds\u2026present difficulties\u2026[and] affect\u201d (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.\r\n<h3>Staying Attentive to Students at CCCOnline<\/h3>\r\nAs 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 \u201cwater cooler\u201d discussions. Sacks, at Brigham Young University\u2019s Center for Teaching &amp; 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.).\r\n\r\nAlso, 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\u00a0<a href=\"https:\/\/kb.ccconline.org\/article.php?id=2\" target=\"_blank\" rel=\"noopener noreferrer\">LMS email<\/a> (known as \u201cinternal messaging\u201d).\r\n<h3>Checking for Student Understanding<\/h3>\r\nThe 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.).\r\n\r\nWhich 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:\r\n<ul>\r\n \t<li>Briggs, S. (2014, May 2). <a href=\"https:\/\/www.opencolleges.edu.au\/informed\/features\/21-ways-to-check-for-student-understanding\/\" target=\"_blank\" rel=\"noopener noreferrer\">21 Ways to Check for Student Understanding<\/a>. <em>Open Colleges InformED blog<\/em>.<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li>Center for Innovative Teaching and Learning, Indiana University Bloomington. (2017). <a href=\"https:\/\/citl.indiana.edu\/teaching-resources\/assessing-student-learning\/classroom-assessment-techniques\/\" target=\"_blank\" rel=\"noopener noreferrer\">Classroom Assessment Techniques<\/a>. In <em>Teaching Resources<\/em>.<\/li>\r\n<\/ul>\r\n<h3>A Personalized Approach<\/h3>\r\nTo turn to the subject of feedback for a moment, and in recognition of the importance of getting to know one\u2019s class: some classic advice comes from Porter and Brophy (1988), who reminded us that effective teachers \u201croutinely provide timely and detailed feedback, but not necessarily in the same ways for all students\u201d (p. 82).\r\n<h2>V. Creating and Maintaining a Welcoming, Enriching Environment<\/h2>\r\n<strong><em>Below are a few additional ideas on classroom management. Feel free to add your own in the Student Engagement Discussion.<\/em><\/strong>\r\n<h3>Getting to Know Your Students<\/h3>\r\n<a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4.jpg\"><img class=\"alignright wp-image-65 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4-300x212.jpg\" alt=\"Whiteboard with handlettered &quot;Welcome&quot; written.\" width=\"300\" height=\"212\" \/><\/a>\r\nCCCOnline classes include \u201cWelcome to class\u201d 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.\r\n\r\nTo borrow for a moment the\u00a0<a href=\"https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cdifferentiated instruction\u201d<\/a> concept that has enjoyed positive results at the K-12 level (Joseph, 2013; Lightweis, 2013), you might choose to gather information on students\u2019 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 \u2013 which might include encouragement and suggestions for study methods.\r\n<h3>Methods of Clarification<\/h3>\r\nIn 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\u2019 feedback, and even internal messaging (course email) to reiterate course content, concepts, and applications.\r\n\r\nBelow are a few ideas for clarifying material \u2013 particularly difficult material \u2013 within all these class tools:\r\n<ul>\r\n \t<li>as you explain, provide \u201crelevant and multiple examples\u201d<\/li>\r\n \t<li>repeat difficult ideas<\/li>\r\n \t<li>stress important points<\/li>\r\n \t<li>review material<\/li>\r\n \t<li>record 3-5 minute video lectures, slideshows with audio narration, or\u00a0<a href=\"https:\/\/kb.ccconline.org\/article.php?id=288\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cscreencast\u201d videos<\/a> of instructors solving problems (Sorcinelli, n.d.)<\/li>\r\n<\/ul>\r\n<h3>Helping Students Construct Explanations and Solutions<\/h3>\r\nStudent 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 &amp; Rauscher, 2013). Depending on students\u2019 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 \u201cwhat if\u201d scenarios (Corley &amp; Rauscher, 2013).\r\n\r\nIn 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 &amp; Mamede, 2015).\r\n<h2><strong>References\r\n<\/strong><\/h2>\r\n<h3>I. Managing the Online Workload: References<\/h3>\r\nCornell University Center for Teaching Excellence. (2016, June 23). Online Discussions. In <em>Teaching Ideas<\/em>. No longer available online.\r\n\r\nOrlando, J. (2015, September 29). How to Give Your Students Better Feedback in Less Time. <em>Faculty Focus<\/em>. <a href=\"http:\/\/www.facultyfocus.com\/articles\/online-education\/how-to-give-your-students-better-feedback-in-less-time\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.facultyfocus.com\/articles\/online-education\/how-to-give-your-students-better-feedback-in-less-time\/<\/a>\r\n\r\nRenner, S. (2015, May 5). GradeMark (Online Markup) for Assignments Folders Overview. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=109\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=109<\/a>\r\n\r\nRivedal, K. (2016, December 2). <em>Lightning Webinar: TurnItIn Feedback Studio<\/em>. <a href=\"http:\/\/ccconline.libguides.com\/CCCOnlineWebinarArchive\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/ccconline.libguides.com\/CCCOnlineWebinarArchive<\/a>\r\n\r\nSmith, V., &amp; Maher Palenque, S. (2015, February 2). Ten Tips for More Efficient and Effective Grading. <em>Faculty Focus<\/em>. <a href=\"http:\/\/www.facultyfocus.com\/articles\/educational-assessment\/ten-tips-efficient-effective-grading\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.facultyfocus.com\/articles\/educational-assessment\/ten-tips-efficient-effective-grading\/<\/a>\r\n\r\nVasiliver-Shamis, G. (2016, July 25). How to manage your time better as an academic. <em>Inside Higher Ed<\/em>. <a href=\"https:\/\/www.insidehighered.com\/advice\/2016\/07\/25\/how-manage-your-time-better-academic-essay\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.insidehighered.com\/advice\/2016\/07\/25\/how-manage-your-time-better-academic-essay<\/a>\r\n<h3>II. Assessing Prior Knowledge: References<\/h3>\r\nAmbrose, S., Bridges, M., DiPietro, M., Lovett, M., &amp; Norman, M. (2010). <em>How learning works: Seven research-based principles for smart teaching. <\/em>John Wiley &amp; Sons, Inc.<strong>\r\n<\/strong>\r\n\r\nCornell University Center for Teaching Excellence. (2016, June 23). What Do Students Already Know? In <em>Teaching Ideas<\/em>. No longer available online.\r\n\r\nCornell University Center for Teaching Innovation. (n.d.) Assessing Prior Knowledge. In <em>Teaching Resources: Assessment &amp; Evaluation<\/em>. <a href=\"https:\/\/teaching.cornell.edu\/spring-teaching-resources\/assessment-evaluation\/assessing-prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/teaching.cornell.edu\/spring-teaching-resources\/assessment-evaluation\/assessing-prior-knowledge<\/a>\r\n\r\nEberly Center for Teaching Excellence &amp; Educational Innovation, Carnegie Mellon University. (n.d.) Assessing Prior Knowledge.\u00a0In <em>Design &amp; Teach a Course<\/em>. <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/priorknowledge.html\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/priorknowledge.html<\/a>\r\n\r\nThe University of Texas at Austin Faculty Innovation Center. (n.d.) Activate Prior Knowledge. In <em>Instructional Strategies: Essentials of Learning.<\/em> <a href=\"https:\/\/facultyinnovate.utexas.edu\/prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/facultyinnovate.utexas.edu\/prior-knowledge<\/a>\r\n<h3>III. Keeping Online Students On Task: References<\/h3>\r\nBali, M. (2016, October 25). Tips for effective online learning \u2013 Community edition. <em>Chronicle of Higher Education ProfHacker blog<\/em>. No longer available online.\r\n\r\nCorbett, S. J., &amp; LaFrance, M. (2016, January 8.) Procrastination-Proofing students. <em>Inside Higher Ed<\/em>. <a href=\"https:\/\/www.insidehighered.com\/views\/2016\/01\/08\/how-help-students-avoid-procrastination-essay\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.insidehighered.com\/views\/2016\/01\/08\/how-help-students-avoid-procrastination-essay<\/a>\r\n\r\nHara, Billie. (2011, January 17). Disruptive student behavior (the professor edition). <em>Chronicle of Higher Education ProfHacker blog<\/em>. No longer available online.\r\n\r\nSorensen, A. (2017, January 4). Creating Intelligent Agents in D2L. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=275\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=275<\/a>\r\n\r\nSorensen, A. (2017, January 4). Edit D2L Notification Settings. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=273\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=273<\/a>\r\n\r\nSorensen, A. (2017, January 4). Viewing a Student\u2019s Progress Using Class Progress in D2L. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=274\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=274<\/a>\r\n\r\nSull, E.C. (2008, April). How to motivate your students. <em>eLearn Magazine<\/em>. <a href=\"http:\/\/elearnmag.acm.org\/featured.cfm?aid=1373288\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/elearnmag.acm.org\/featured.cfm?aid=1373288<\/a>\r\n<h3>IV. Monitoring Student Progress Beyond the Grade Book: References<\/h3>\r\nBriggs, S. (2014, May 2). 21 Ways to Check for Student Understanding. <em>Open Colleges InformED blog<\/em>. <a href=\"https:\/\/www.opencolleges.edu.au\/informed\/features\/21-ways-to-check-for-student-understanding\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.opencolleges.edu.au\/informed\/features\/21-ways-to-check-for-student-understanding\/<\/a>\r\n\r\nCenter for Innovative Teaching and Learning, Indiana University Bloomington. (2017). Classroom Assessment Techniques. In <em>Teaching Resources.<\/em> <a href=\"https:\/\/citl.indiana.edu\/teaching-resources\/assessing-student-learning\/classroom-assessment-techniques\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/citl.indiana.edu\/teaching-resources\/assessing-student-learning\/classroom-assessment-techniques\/<\/a>\r\n\r\nInnovative Learning Institute, Teaching and Learning Services, Rochester Institute of Technology. (n.d.) Classroom Assessment Techniques. In <em>Course Design<\/em>. <a href=\"https:\/\/www.rit.edu\/academicaffairs\/tls\/course-design\/teaching-elements\/classroom-assessment-techniques\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.rit.edu\/academicaffairs\/tls\/course-design\/teaching-elements\/classroom-assessment-techniques<\/a>\r\n\r\nMcAlpine, L., Weston, C., Beauchamp, C., Wiseman, C., &amp; Beauchamp, J. (1999). Monitoring Student Cues: Tracking Student Behaviour in Order to Improve Instruction in Higher Education. <em>The Canadian Journal of Higher Education, 29<\/em>(2-3), 113-144.\r\n\r\nPorter, A. C., &amp; Brophy, J. (1988). Synthesis of Research on Good Teaching: Insights from the Work of the Institute for Research on Teaching. <em>Educational Leadership<\/em>, <em>45<\/em>(8), 74-85.\r\n\r\nSacks, D. Center for Teaching and Learning, Brigham Young University. (n.d.) \u00a05 Tips to Help Structure Courses to Engage Students. In <em>Teaching Tips<\/em>. No longer available online.\r\n\r\nSorensen, A. (2016, May 10). CCCOnline Email. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=2\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=2<\/a>\r\n<h3>V. Creating and Maintaining a Welcoming, Enriching Environment: References<\/h3>\r\nChamberland, M., &amp; Mamede, S. Self-Explanation, An Instructional Strategy to Foster Clinical Reasoning in Medical Students. (2015, December). <em>Health Professions Education<\/em> <em>1<\/em>(1): 24-33. doi: 10.1016\/j.hpe.2015.11.005\r\n\r\nCorley, M. A., &amp; Rauscher, W. C. American Institutes for Research. (2013). <em>Teaching Excellence in Adult Literacy (TEAL) Center Fact Sheet No. 12: Deeper Learning through Questioning.<\/em> <a href=\"https:\/\/lincs.ed.gov\/sites\/default\/files\/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/lincs.ed.gov\/sites\/default\/files\/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf<\/a>\r\n\r\nJoseph, S. (2013, November). Strategies for enhancing student learning experiences in higher education. <em>Caribbean Teaching Scholar<\/em>,<em> 3<\/em>(2), 97-109.\r\n\r\nLightweis, S. K. (2013, Summer). College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies. <em>College Quarterly<\/em>, <em>16<\/em>(3). Retrieved April 9, 2020, from <a href=\"http:\/\/collegequarterly.ca\/2013-vol16-num03-summer\/lightweis.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/collegequarterly.ca\/2013-vol16-num03-summer\/lightweis.html<\/a>\r\n\r\nMcCarthy, J. (2014, January 15). Learning Preferences Cards. <em>Opening Paths: Creating Solutions to Empower Learners. <\/em><a href=\"http:\/\/openingpaths.org\/blog\/2014\/01\/learning-profile-cards\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/openingpaths.org\/blog\/2014\/01\/learning-profile-cards\/<\/a>\r\n\r\nSorcinelli, M. D. (n.d.) Explained course material clearly and concisely. IDEA. In <em>Teaching &amp; Learning Resources<\/em>. <a href=\"http:\/\/www.ideaedu.org\/Resources-Events\/Teaching-Learning-Resources\/Explained-course-material-clearly-and-concisely\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.ideaedu.org\/Resources-Events\/Teaching-Learning-Resources\/Explained-course-material-clearly-and-concisely<\/a>\r\n\r\nWeselby, C. (2014, 2017, 2020). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. <em>Resilient Educator<\/em>.\u00a0 <a href=\"https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/<\/a>\r\n\r\nImage citations:\r\n\r\nArtsyBee. <em>Welcome board<\/em> (2015), Pixabay. Retrieved July 18, 2019, from <a href=\"https:\/\/pixabay.com\/illustrations\/welcome-quote-sign-poster-998360\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/pixabay.com\/illustrations\/welcome-quote-sign-poster-998360\/<\/a>\r\n\r\nDairy Free Design. <em>Procrastination<\/em> [Icon]. Retrieved July 18, 2019, from <a href=\"https:\/\/thenounproject.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/thenounproject.com\/<\/a>\r\n\r\nGeorgiana Ionescu. <em>Toolbox<\/em> [Icon]. Retrieved July 19, 2019, from <a href=\"https:\/\/thenounproject.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/thenounproject.com\/<\/a>\r\n\r\nPatrick Tomasso. <em>Book pages<\/em> (2016), Unsplash. Retrieved July 18, 2019, from <a href=\"https:\/\/unsplash.com\/photos\/Oaqk7qqNh_c\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/unsplash.com\/photos\/Oaqk7qqNh_c<\/a>\r\n\r\n&nbsp;","rendered":"<p>&nbsp;<\/p>\n<h1>Engaging CCCOnline Students: Considerations for a Successful Class<\/h1>\n<h2>I. Managing the Online Workload<\/h2>\n<p><strong><em>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!<\/em><\/strong><\/p>\n<h3>General Time Management for Academics<\/h3>\n<p>Vasiliver-Shamis, writing in <em>Inside Higher Ed<\/em> (2016), offered a <a href=\"https:\/\/www.insidehighered.com\/advice\/2016\/07\/25\/how-manage-your-time-better-academic-essay\" target=\"_blank\" rel=\"noopener noreferrer\">helpful article on managing time in the academy<\/a>. She noted most of our time should be spent on tasks we classify as \u201cnonurgent and important\u201d; she also wrote that multitasking \u201cis a scam,\u201d and taking breaks is important.<\/p>\n<h3>Grading Efficiently (and Effectively!)<\/h3>\n<p>In <em>Faculty Focus<\/em>, Orlando stressed <a href=\"http:\/\/www.facultyfocus.com\/articles\/online-education\/how-to-give-your-students-better-feedback-in-less-time\/\" target=\"_blank\" rel=\"noopener noreferrer\">the importance of feedback<\/a> on student work (2015), and suggested creating a time-saving \u201cTeaching Toolbox,\u201d or repository of common feedback you can copy and paste into student work repeatedly.<a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_1.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-62\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_1.png\" alt=\"Vector iage of toolbox with tools sticking out of the top.\" width=\"285\" height=\"250\" srcset=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_1.png 285w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_1-65x57.png 65w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_1-225x197.png 225w\" sizes=\"auto, (max-width: 285px) 100vw, 285px\" \/><\/a><\/p>\n<p>Regarding such a toolbox, note CCCOnline subscribes to TurnItIn, which includes the Online Markup (GradeMark) feature in which instructors may create and save \u201cQuick Marks\u201d to drag and drop into assignment feedback. For information, see <a href=\"https:\/\/kb.ccconline.org\/article.php?id=109\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cGradeMark (Online Markup) for Assignments Folders Overview\u201d<\/a> on the CCCOnline Knowledgebase and <a href=\"http:\/\/media.ccconline.org\/ccco\/CAE\/Training\/Webinars\/2016\/LightningWebinarTurnItInFeedbackStudio120216\/LightningWebinarTurnItInFeedbackStudio120216.html\" target=\"_blank\" rel=\"noopener noreferrer\">our webinar recording<\/a> regarding the TurnItIn Feedback Studio.<\/p>\n<p>More good tips on efficient grading are found within the articles below:<\/p>\n<ul>\n<li>Smith, V., &amp; Maher Palenque, S. (2015, February 2). <a href=\"http:\/\/www.facultyfocus.com\/articles\/educational-assessment\/ten-tips-efficient-effective-grading\/\" target=\"_blank\" rel=\"noopener noreferrer\">Ten Tips for More Efficient and Effective Grading<\/a>. <em>Faculty Focus<\/em>.<\/li>\n<\/ul>\n<h3>Encourage Your Students to Help Each Other<\/h3>\n<p>Remind students that they should ask the Q&amp;A discussion board first when they have course- or assignment-related questions. Not only does this increase the likelihood that students\u2019 questions will get answers more quickly, but as an &#8220;Online Discussions&#8221; piece at the Cornell University Center for Teaching Excellence (2016) pointed out,<\/p>\n<p>\u201cOnline discussions can be a space where students answer each other\u2019s 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.\u201d<\/p>\n<h2>II. Assessing Prior Knowledge<\/h2>\n<p><strong><em>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!<\/em><\/strong><strong><em><a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2-300x150.png\" alt=\"Books in background with &quot;Prior Knowledge&quot; in foreground.\" width=\"300\" height=\"150\" srcset=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2-300x150.png 300w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2-65x33.png 65w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2-225x113.png 225w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2-350x175.png 350w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_2.png 600w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/em><\/strong><\/p>\n<h3>Why Assess Students\u2019 Prior Knowledge?<\/h3>\n<p>Assessing students\u2019 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\u2019 general preparedness and target knowledge gaps, become aware of the students\u2019 diverse backgrounds, and bridge the gap between what students do and do not know (Cornell University, 2016 &amp; University of Texas at Austin, n.d.). In short, \u201cassessing prior knowledge can enable both the instructor and the student to allocate their time and energies in ways that will be most productive\u201d (Carnegie Mellon University, n.d.).<\/p>\n<h3>How Does One Assess Students\u2019 Prior Knowledge?<\/h3>\n<p>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., &amp; Cornell University, 2016).<\/p>\n<p>Several useful online sources offer and describe various ways to check students\u2019 background knowledge, such as<\/p>\n<ul>\n<li>Quick Inventory<\/li>\n<li>Background Knowledge Probe<\/li>\n<li>Focused Listing<\/li>\n<li>Concept Inventories<\/li>\n<\/ul>\n<p>For more specific information on ways to assess prior knowledge, see these articles from <a href=\"https:\/\/teaching.cornell.edu\/spring-teaching-resources\/assessment-evaluation\/assessing-prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">Cornell<\/a>, <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/priorknowledge.html\" target=\"_blank\" rel=\"noopener noreferrer\">Carnegie Mellon<\/a>, and the <a href=\"https:\/\/facultyinnovate.utexas.edu\/prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">University of Texas at Austin<\/a> Universities.<\/p>\n<h3>Further Considerations About Prior Knowledge<\/h3>\n<p>Finally, Ambrose, Bridges, DiPietro, Lovett, and Norman pointed out that certain attributes of students\u2019 prior knowledge can either help or hinder their learning (2010).<\/p>\n<p>Students\u2019 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).<\/p>\n<h2>III. Keeping online students on task<\/h2>\n<p><strong><em>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!<\/em><\/strong><\/p>\n<h3>Tracking Students Through the LMS<\/h3>\n<p>The CCCOnline Knowledgebase offers how-to guides on using <a href=\"https:\/\/kb.ccconline.org\/article.php?id=275\" target=\"_blank\" rel=\"noopener noreferrer\">Intelligent Agents<\/a> and <a href=\"https:\/\/kb.ccconline.org\/article.php?id=274\" target=\"_blank\" rel=\"noopener noreferrer\">Class Progress<\/a> tools. Both tools are intended to help instructors help their students keep on track throughout the class, and ultimately have a successful class experience.<\/p>\n<h3>General Reminders for Students<\/h3>\n<p>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 <a href=\"https:\/\/media.ccconline.org\/ccco\/CAE\/Training\/Workshops\/PPR\/registration_instructions_student_orientation.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">these directions on how to self-enroll<\/a>).<\/p>\n<p>In addition, Bali offered noteworthy advice for adult online learners in the <em>Chronicle<\/em>\u2019s ProfHacker (2016). The author explained that students should seek help but also offer help in the course\u2019s Q&amp;A discussions; they should plan a workspace realistic for their lifestyle; and, optionally, they may <a href=\"https:\/\/kb.ccconline.org\/article.php?id=273\" target=\"_blank\" rel=\"noopener noreferrer\">set up notifications through the LMS<\/a> so they are alerted as the class is updated &#8212; when someone responds to their discussion posts, for instance.<\/p>\n<h3>Helping Students to Break the Procrastination Habit<strong> <a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-64\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3.png\" alt=\"Vector image of a person laid back with a clock, book, and bench.\" width=\"250\" height=\"249\" srcset=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3.png 250w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3-150x150.png 150w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3-65x65.png 65w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_3-225x224.png 225w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\" \/><\/a><\/strong><\/h3>\n<p>Corbett and LaFrance in<em> Inside Higher Ed <\/em>(2016) <a href=\"https:\/\/www.insidehighered.com\/views\/2016\/01\/08\/how-help-students-avoid-procrastination-essay\" target=\"_blank\" rel=\"noopener noreferrer\">encouraged instructors<\/a> to help students with \u201cantiprocrastination habits\u201d 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 \u201cbetween wise waiting and unhelpful delaying\u201d; 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.<\/p>\n<h3>What You Can Do When Students Are Inactive or Unmotivated<\/h3>\n<p>Sull offered\u00a0<a href=\"http:\/\/elearnmag.acm.org\/featured.cfm?aid=1373288\" target=\"_blank\" rel=\"noopener noreferrer\">helpful suggestions to motivate online students<\/a> in <em>eLearn Magazine<\/em>, including \u201cdon\u2019t hesitate to reach out to students with whom there is a motivation problem\u201d (2008).<\/p>\n<p>Writing in the <em>Chronicle<\/em>\u2019s ProfHacker,\u00a0Hara pointed out that if students aren\u2019t participating in class discussions, the problem could be with the course material or with instructor behavior.\u00a0 For example, students may be confused by \u201cpoorly worded or ambiguous questions\u201d; they may not respond as readily when instructors do not know students\u2019 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 \u201ccreated an environment where students are afraid to be wrong\u201d (2011).<\/p>\n<h2>IV. Monitoring student progress beyond the grade book<\/h2>\n<p><strong><em>All our courses feature graded assignments; but how else might you monitor your students\u2019 progress in the online environment? Find some thoughts below and volunteer your own in the Student Engagement Discussion!<\/em><\/strong><\/p>\n<h3>Student Cues and Adjustments in Class<\/h3>\n<p>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 \u201cstate\u201d (i.e., subjective interpretations of the state of the learners) (McAlpine, Weston, C. Beauchamp, Wiseman, &amp; J. Beauchamp, 1999). Professors paid attention to cues from individuals, groups, and the class as a whole (McAlpine et al., 1999).<\/p>\n<p>In reflecting upon this study, the authors stated \u201clearning how to monitor and evaluate cues, to pay attention to aspects of teaching that can influence learning, may facilitate [teaching] improvement\u201d (McAlpine et al., 1999, p. 139). One might ask to what degree (and where) these cues apply when monitoring one\u2019s students in an asynchronous online environment.<\/p>\n<p>Additionally of interest, this study identified \u201ctwo aspects of instruction: the intended curriculum and the lived curriculum,\u201d the latter modified to particular students\u2019 \u201cneeds\u2026present difficulties\u2026[and] affect\u201d (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.<\/p>\n<h3>Staying Attentive to Students at CCCOnline<\/h3>\n<p>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 \u201cwater cooler\u201d discussions. Sacks, at Brigham Young University\u2019s Center for Teaching &amp; 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.).<\/p>\n<p>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\u00a0<a href=\"https:\/\/kb.ccconline.org\/article.php?id=2\" target=\"_blank\" rel=\"noopener noreferrer\">LMS email<\/a> (known as \u201cinternal messaging\u201d).<\/p>\n<h3>Checking for Student Understanding<\/h3>\n<p>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.).<\/p>\n<p>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:<\/p>\n<ul>\n<li>Briggs, S. (2014, May 2). <a href=\"https:\/\/www.opencolleges.edu.au\/informed\/features\/21-ways-to-check-for-student-understanding\/\" target=\"_blank\" rel=\"noopener noreferrer\">21 Ways to Check for Student Understanding<\/a>. <em>Open Colleges InformED blog<\/em>.<\/li>\n<\/ul>\n<ul>\n<li>Center for Innovative Teaching and Learning, Indiana University Bloomington. (2017). <a href=\"https:\/\/citl.indiana.edu\/teaching-resources\/assessing-student-learning\/classroom-assessment-techniques\/\" target=\"_blank\" rel=\"noopener noreferrer\">Classroom Assessment Techniques<\/a>. In <em>Teaching Resources<\/em>.<\/li>\n<\/ul>\n<h3>A Personalized Approach<\/h3>\n<p>To turn to the subject of feedback for a moment, and in recognition of the importance of getting to know one\u2019s class: some classic advice comes from Porter and Brophy (1988), who reminded us that effective teachers \u201croutinely provide timely and detailed feedback, but not necessarily in the same ways for all students\u201d (p. 82).<\/p>\n<h2>V. Creating and Maintaining a Welcoming, Enriching Environment<\/h2>\n<p><strong><em>Below are a few additional ideas on classroom management. Feel free to add your own in the Student Engagement Discussion.<\/em><\/strong><\/p>\n<h3>Getting to Know Your Students<\/h3>\n<p><a href=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-65 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4-300x212.jpg\" alt=\"Whiteboard with handlettered &quot;Welcome&quot; written.\" width=\"300\" height=\"212\" srcset=\"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4-300x212.jpg 300w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4-65x46.jpg 65w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4-225x159.jpg 225w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4-350x247.jpg 350w, https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-content\/uploads\/sites\/13\/2021\/06\/M3_EngagingConsiderations_4.jpg 640w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><br \/>\nCCCOnline classes include \u201cWelcome to class\u201d 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.<\/p>\n<p>To borrow for a moment the\u00a0<a href=\"https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cdifferentiated instruction\u201d<\/a> concept that has enjoyed positive results at the K-12 level (Joseph, 2013; Lightweis, 2013), you might choose to gather information on students\u2019 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 \u2013 which might include encouragement and suggestions for study methods.<\/p>\n<h3>Methods of Clarification<\/h3>\n<p>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\u2019 feedback, and even internal messaging (course email) to reiterate course content, concepts, and applications.<\/p>\n<p>Below are a few ideas for clarifying material \u2013 particularly difficult material \u2013 within all these class tools:<\/p>\n<ul>\n<li>as you explain, provide \u201crelevant and multiple examples\u201d<\/li>\n<li>repeat difficult ideas<\/li>\n<li>stress important points<\/li>\n<li>review material<\/li>\n<li>record 3-5 minute video lectures, slideshows with audio narration, or\u00a0<a href=\"https:\/\/kb.ccconline.org\/article.php?id=288\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cscreencast\u201d videos<\/a> of instructors solving problems (Sorcinelli, n.d.)<\/li>\n<\/ul>\n<h3>Helping Students Construct Explanations and Solutions<\/h3>\n<p>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 &amp; Rauscher, 2013). Depending on students\u2019 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 \u201cwhat if\u201d scenarios (Corley &amp; Rauscher, 2013).<\/p>\n<p>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 &amp; Mamede, 2015).<\/p>\n<h2><strong>References<br \/>\n<\/strong><\/h2>\n<h3>I. Managing the Online Workload: References<\/h3>\n<p>Cornell University Center for Teaching Excellence. (2016, June 23). Online Discussions. In <em>Teaching Ideas<\/em>. No longer available online.<\/p>\n<p>Orlando, J. (2015, September 29). How to Give Your Students Better Feedback in Less Time. <em>Faculty Focus<\/em>. <a href=\"http:\/\/www.facultyfocus.com\/articles\/online-education\/how-to-give-your-students-better-feedback-in-less-time\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.facultyfocus.com\/articles\/online-education\/how-to-give-your-students-better-feedback-in-less-time\/<\/a><\/p>\n<p>Renner, S. (2015, May 5). GradeMark (Online Markup) for Assignments Folders Overview. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=109\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=109<\/a><\/p>\n<p>Rivedal, K. (2016, December 2). <em>Lightning Webinar: TurnItIn Feedback Studio<\/em>. <a href=\"http:\/\/ccconline.libguides.com\/CCCOnlineWebinarArchive\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/ccconline.libguides.com\/CCCOnlineWebinarArchive<\/a><\/p>\n<p>Smith, V., &amp; Maher Palenque, S. (2015, February 2). Ten Tips for More Efficient and Effective Grading. <em>Faculty Focus<\/em>. <a href=\"http:\/\/www.facultyfocus.com\/articles\/educational-assessment\/ten-tips-efficient-effective-grading\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.facultyfocus.com\/articles\/educational-assessment\/ten-tips-efficient-effective-grading\/<\/a><\/p>\n<p>Vasiliver-Shamis, G. (2016, July 25). How to manage your time better as an academic. <em>Inside Higher Ed<\/em>. <a href=\"https:\/\/www.insidehighered.com\/advice\/2016\/07\/25\/how-manage-your-time-better-academic-essay\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.insidehighered.com\/advice\/2016\/07\/25\/how-manage-your-time-better-academic-essay<\/a><\/p>\n<h3>II. Assessing Prior Knowledge: References<\/h3>\n<p>Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., &amp; Norman, M. (2010). <em>How learning works: Seven research-based principles for smart teaching. <\/em>John Wiley &amp; Sons, Inc.<strong><br \/>\n<\/strong><\/p>\n<p>Cornell University Center for Teaching Excellence. (2016, June 23). What Do Students Already Know? In <em>Teaching Ideas<\/em>. No longer available online.<\/p>\n<p>Cornell University Center for Teaching Innovation. (n.d.) Assessing Prior Knowledge. In <em>Teaching Resources: Assessment &amp; Evaluation<\/em>. <a href=\"https:\/\/teaching.cornell.edu\/spring-teaching-resources\/assessment-evaluation\/assessing-prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/teaching.cornell.edu\/spring-teaching-resources\/assessment-evaluation\/assessing-prior-knowledge<\/a><\/p>\n<p>Eberly Center for Teaching Excellence &amp; Educational Innovation, Carnegie Mellon University. (n.d.) Assessing Prior Knowledge.\u00a0In <em>Design &amp; Teach a Course<\/em>. <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/priorknowledge.html\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/priorknowledge.html<\/a><\/p>\n<p>The University of Texas at Austin Faculty Innovation Center. (n.d.) Activate Prior Knowledge. In <em>Instructional Strategies: Essentials of Learning.<\/em> <a href=\"https:\/\/facultyinnovate.utexas.edu\/prior-knowledge\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/facultyinnovate.utexas.edu\/prior-knowledge<\/a><\/p>\n<h3>III. Keeping Online Students On Task: References<\/h3>\n<p>Bali, M. (2016, October 25). Tips for effective online learning \u2013 Community edition. <em>Chronicle of Higher Education ProfHacker blog<\/em>. No longer available online.<\/p>\n<p>Corbett, S. J., &amp; LaFrance, M. (2016, January 8.) Procrastination-Proofing students. <em>Inside Higher Ed<\/em>. <a href=\"https:\/\/www.insidehighered.com\/views\/2016\/01\/08\/how-help-students-avoid-procrastination-essay\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.insidehighered.com\/views\/2016\/01\/08\/how-help-students-avoid-procrastination-essay<\/a><\/p>\n<p>Hara, Billie. (2011, January 17). Disruptive student behavior (the professor edition). <em>Chronicle of Higher Education ProfHacker blog<\/em>. No longer available online.<\/p>\n<p>Sorensen, A. (2017, January 4). Creating Intelligent Agents in D2L. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=275\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=275<\/a><\/p>\n<p>Sorensen, A. (2017, January 4). Edit D2L Notification Settings. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=273\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=273<\/a><\/p>\n<p>Sorensen, A. (2017, January 4). Viewing a Student\u2019s Progress Using Class Progress in D2L. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=274\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=274<\/a><\/p>\n<p>Sull, E.C. (2008, April). How to motivate your students. <em>eLearn Magazine<\/em>. <a href=\"http:\/\/elearnmag.acm.org\/featured.cfm?aid=1373288\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/elearnmag.acm.org\/featured.cfm?aid=1373288<\/a><\/p>\n<h3>IV. Monitoring Student Progress Beyond the Grade Book: References<\/h3>\n<p>Briggs, S. (2014, May 2). 21 Ways to Check for Student Understanding. <em>Open Colleges InformED blog<\/em>. <a href=\"https:\/\/www.opencolleges.edu.au\/informed\/features\/21-ways-to-check-for-student-understanding\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.opencolleges.edu.au\/informed\/features\/21-ways-to-check-for-student-understanding\/<\/a><\/p>\n<p>Center for Innovative Teaching and Learning, Indiana University Bloomington. (2017). Classroom Assessment Techniques. In <em>Teaching Resources.<\/em> <a href=\"https:\/\/citl.indiana.edu\/teaching-resources\/assessing-student-learning\/classroom-assessment-techniques\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/citl.indiana.edu\/teaching-resources\/assessing-student-learning\/classroom-assessment-techniques\/<\/a><\/p>\n<p>Innovative Learning Institute, Teaching and Learning Services, Rochester Institute of Technology. (n.d.) Classroom Assessment Techniques. In <em>Course Design<\/em>. <a href=\"https:\/\/www.rit.edu\/academicaffairs\/tls\/course-design\/teaching-elements\/classroom-assessment-techniques\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.rit.edu\/academicaffairs\/tls\/course-design\/teaching-elements\/classroom-assessment-techniques<\/a><\/p>\n<p>McAlpine, L., Weston, C., Beauchamp, C., Wiseman, C., &amp; Beauchamp, J. (1999). Monitoring Student Cues: Tracking Student Behaviour in Order to Improve Instruction in Higher Education. <em>The Canadian Journal of Higher Education, 29<\/em>(2-3), 113-144.<\/p>\n<p>Porter, A. C., &amp; Brophy, J. (1988). Synthesis of Research on Good Teaching: Insights from the Work of the Institute for Research on Teaching. <em>Educational Leadership<\/em>, <em>45<\/em>(8), 74-85.<\/p>\n<p>Sacks, D. Center for Teaching and Learning, Brigham Young University. (n.d.) \u00a05 Tips to Help Structure Courses to Engage Students. In <em>Teaching Tips<\/em>. No longer available online.<\/p>\n<p>Sorensen, A. (2016, May 10). CCCOnline Email. In <em>CCCOnline Knowledgebase <\/em>(Instructors: Support). <a href=\"https:\/\/kb.ccconline.org\/article.php?id=2\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/kb.ccconline.org\/article.php?id=2<\/a><\/p>\n<h3>V. Creating and Maintaining a Welcoming, Enriching Environment: References<\/h3>\n<p>Chamberland, M., &amp; Mamede, S. Self-Explanation, An Instructional Strategy to Foster Clinical Reasoning in Medical Students. (2015, December). <em>Health Professions Education<\/em> <em>1<\/em>(1): 24-33. doi: 10.1016\/j.hpe.2015.11.005<\/p>\n<p>Corley, M. A., &amp; Rauscher, W. C. American Institutes for Research. (2013). <em>Teaching Excellence in Adult Literacy (TEAL) Center Fact Sheet No. 12: Deeper Learning through Questioning.<\/em> <a href=\"https:\/\/lincs.ed.gov\/sites\/default\/files\/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/lincs.ed.gov\/sites\/default\/files\/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf<\/a><\/p>\n<p>Joseph, S. (2013, November). Strategies for enhancing student learning experiences in higher education. <em>Caribbean Teaching Scholar<\/em>,<em> 3<\/em>(2), 97-109.<\/p>\n<p>Lightweis, S. K. (2013, Summer). College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies. <em>College Quarterly<\/em>, <em>16<\/em>(3). Retrieved April 9, 2020, from <a href=\"http:\/\/collegequarterly.ca\/2013-vol16-num03-summer\/lightweis.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/collegequarterly.ca\/2013-vol16-num03-summer\/lightweis.html<\/a><\/p>\n<p>McCarthy, J. (2014, January 15). Learning Preferences Cards. <em>Opening Paths: Creating Solutions to Empower Learners. <\/em><a href=\"http:\/\/openingpaths.org\/blog\/2014\/01\/learning-profile-cards\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/openingpaths.org\/blog\/2014\/01\/learning-profile-cards\/<\/a><\/p>\n<p>Sorcinelli, M. D. (n.d.) Explained course material clearly and concisely. IDEA. In <em>Teaching &amp; Learning Resources<\/em>. <a href=\"http:\/\/www.ideaedu.org\/Resources-Events\/Teaching-Learning-Resources\/Explained-course-material-clearly-and-concisely\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.ideaedu.org\/Resources-Events\/Teaching-Learning-Resources\/Explained-course-material-clearly-and-concisely<\/a><\/p>\n<p>Weselby, C. (2014, 2017, 2020). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. <em>Resilient Educator<\/em>.\u00a0 <a href=\"https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/<\/a><\/p>\n<p>Image citations:<\/p>\n<p>ArtsyBee. <em>Welcome board<\/em> (2015), Pixabay. Retrieved July 18, 2019, from <a href=\"https:\/\/pixabay.com\/illustrations\/welcome-quote-sign-poster-998360\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/pixabay.com\/illustrations\/welcome-quote-sign-poster-998360\/<\/a><\/p>\n<p>Dairy Free Design. <em>Procrastination<\/em> [Icon]. Retrieved July 18, 2019, from <a href=\"https:\/\/thenounproject.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/thenounproject.com\/<\/a><\/p>\n<p>Georgiana Ionescu. <em>Toolbox<\/em> [Icon]. Retrieved July 19, 2019, from <a href=\"https:\/\/thenounproject.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/thenounproject.com\/<\/a><\/p>\n<p>Patrick Tomasso. <em>Book pages<\/em> (2016), Unsplash. Retrieved July 18, 2019, from <a href=\"https:\/\/unsplash.com\/photos\/Oaqk7qqNh_c\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/unsplash.com\/photos\/Oaqk7qqNh_c<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":30,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-61","chapter","type-chapter","status-publish","hentry"],"part":43,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/pressbooks\/v2\/chapters\/61","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/wp\/v2\/users\/30"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/pressbooks\/v2\/chapters\/61\/revisions"}],"predecessor-version":[{"id":118,"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/pressbooks\/v2\/chapters\/61\/revisions\/118"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/pressbooks\/v2\/parts\/43"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/pressbooks\/v2\/chapters\/61\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/wp\/v2\/media?parent=61"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/pressbooks\/v2\/chapter-type?post=61"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/wp\/v2\/contributor?post=61"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/gettingstartedwithcoloradoonline\/wp-json\/wp\/v2\/license?post=61"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}