21 Matching Annotations
  1. Apr 2019
    1. Journal of the Scholarship of Teaching and Learning, Vol. 10, No. 2, June 2010, pp. 1 – 13

      This is a new tool to me, and I really like it! When I looked at the website, it did not show D2L. Do you know if there is something similar that is compatible with D2L?

    2. Participants. 186 students from six campuse

      I wonder if the student were traditional undergrad or older grad. students? I think this information is important and would inform the results and best practice recommendations

    3. ion is the specific types of active learning or collaboration in online courses that students find engaging.

      While I philosophically believe in the benefits of collaborative online learning, I have it be extra challenging in graduate courses or those for the adult learner who holds multiple and sometimes conflicting roles and responsibilities, and is not solely a "student". So, when you have a class full of working people, those with families, sports, etc. finding mutual times that work for people to collaborate and balancing learning preferences becomes more complicated in order to be successful.

    4. Therefore, it is imperative that we learn what engages students in order to offer effective online learning environments.

      Online learning is new enough that people may remember when it was done poorly; therefore, there is still much work to be done to change the negative perceptions possibly held by some.

    5. more in online courses than in traditional courses.

      New instructors are also sometimes surprised at the extra time it takes to do an online class.

    6. t engagement, based on this data, is not about the type of activity/assignment

      I was surprised that the type of activities didn't influence engagement to a greater degree.

    7. Therefore, only students who could report some type of activity which motivated them to interact with the content of the course (passive or active) were significantl

      I would expect this result. When a student can see how an activity relates to other areas of their work/life they will find it to be more meaningful and be more engaged.

    8. he instructor. Other researchers have echoed t

      This is area where I think traditional F2F educators who are reluctant to try teaching an online course are misinformed. In my experience, an effective online course includes greater reflection and interaction due to every student responding instead of two or three vocal students. From a student perspective, your perspective is expected to be part of the conversation.

    9. ound that students were often required to do more in online courses than in traditional courses

      This was something I was surprised to discover with my first online course. Online learners are expected to participate—something that does not happen in F2F time dues to time constraints.

    10. engagement in online courses. The first is that online courses are here to stay and growing so we need to do th

      An important fact that cannot be ignored.

    11. Clearly the path to student engagement, based on this data, is not about the type of activity/assignment but about multiple ways of creating meaningful communication between students and with their instructor – it’s all abo

      Yes! This seems to be the main take-away of this article.

    12. ent of the course. Instructors need to create not just opportunities for students to interact, but the requirement that they do

      This is interesting! I make the team work in my St. Mary's course optional. Maybe I should make some mandatory group or collaborative activities/exercises.But the next sentence includes discussion forums within those collaborative activities, and since the course has them weekly, maybe I'm good. Something to consider.

    13. ses. However, active learning assignments, particularly discussion forums and web pages, may serve the secondary purpose of helping to develop students’ social presence

      I'd say then that although these active learning assignments "may" serve the secondary purpose of developing social presence, they are fundamental to increasing student engagement and satisfaction since if I remember correctly from another reading we had in the course, higher social presence corresponds to higher engagement in and satisfaction with the course.

    14. Like Maki and Maki, Zhao, Lui, Lai, and Tan (2005) reported that students do better with instructor interaction and commun

      This surprises me, given how easy it is to disappear in an online course, more than in a F2F course where a teacher can stop a student while leaving to ask a question, inquire about homework, and the student can't just ignore the teacher, unlike how he/she could ignore an email or message.

    15. the results indicate that there is no particular activity that will automatically help students to be more engaged in o

      Well that is a bit disappointing. I was hoping to find the magic bullet in this article that would guarantee student engagement!

    1. e online learners seem to have fewer opportunities to be engaged with the instituti

      This is my greatest concern, especially in performing science

    2. Icebreaker/introduction discussions and working collaboratively using online communication tools wererated the most beneficial engagement strategiesin the learner-to-learner categor

      I would have predicted similar scores for these since introductions are needed for form working groups

    3. 2018217Providingstudents with an opportunity to reflect (e.g., via a journal or surveys) was rated as not important. This finding is inconsistent with prior findings. Other authors (Asterhan & Schwarz, 2007; Martin & Ertzberger, 2016), point out that reflectionprovidesmeaningful learning.

      This doesn't surprise me! I think only teachers find reflective report important, or perhaps students once out of the course or when finished with their program and then they reflect upon the importance of reflection!

    4. “I felt that I was lonely in the desert ....Preparing a well-designedcurricula without instructor support does not mean that students will be engaged as planned.”

      This is an important quote to remind us that the materials do not make a course. The best materials won't matter if there is no engagement and social presence of all course participants (i.e. students and instructor).

    5. Wimba Collaboration Suite

      This is the company that created Blackboard.

    6. Engagement strategiesareaimed at providing positive learner experiences including active learning opportunities,such as participating in collaborative group work, having students facilitate presentations and discussions, sharing resources actively, creating course assignments with hands-on components, and integrating case studies and reflections

      This is a good list of the activities that we can strive to include in our classes.