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Effective online teachers respond to student needs and use data for continuous course improvement.
Effective online teachers respond to student needs and use data for continuous course improvement.
Explanation of Dynamic Teaching Principle
Explanation of Dynamic Teaching Principle
Effective teaching is inherently dynamic. Each time we teach a course, present a lecture, or engage our students in a learning activity, we teach when we respond to student questions and feedback “in the moment.” Effective teachers use experience to modify a lesson from semester to semester. Great online courses are not simply copied from semester to semester without significant changes, or allowed to run on autopilot, but rather are taught dynamically and improved with each iteration.
This principle supports:
- Applying student self-assessment to guide learning opportunities;
- Using formative and summative assessment and course analytics to monitor student interaction and learning and responding appropriately;
- Leveraging communication tools to support student success;
- Developing plans for improving courses each time they are taught.
Reflections
Reflections
Photo by Kristian Egelund on Unsplash
The First Step
The First Step
Although I have not taught an online course, I have used course analytics to monitor student interaction. I checked frequently to see whether students were completing assignments, as well as how long they were spending on the assignments. I was able to identify students "at risk" and send messages and/or check in with them before or after class. The McGraw-Hill Connect assignments gave students the opportunity to try again if they did not answer a question correctly. Students received immediate feedback and a link to the page where they could find the correct answer.
The Training
The Training
Students should be given the ability to determine whether or not they are understanding the concepts. Some non-graded quick checks can be used. Students can also create questions based on the material for the other students to answer. This student-generated content teaches students to read material with the mindset of trying to pull out the key points. Teachers can also use the muddiest concept assignment to encourage students to pause, reflect on the material, and identify what concepts were not 100% clear.
Students should be encouraged to take risks and get started through low stakes assignments. Students are given points for attempting the assignment. If they are a little off track, they can be given feedback in a way that encourages them to keep trying. Formative assessments can also be used as building blocks that can be put together for a bigger, summative assessment. Success with the formative assessments can give students confidence to keep moving forward.
There are a number of ways that communication tools can be used to support student success. Announcements could be used for class-specific information or for campus-wide events and resources. A short introductory video can be used at the beginning of each module to help the students focus on the learning objectives. Gentle nudges can be used to encourage students to participate and/or turn in assignments. Personalized feedback, whether by Zoom or in a rubric, can help students understand what they are doing right and where they can improve.
In one of my @One classes, the instructor created a long video to respond to many of the muddiest points raised. This video served to reassure students that they were not the only confused people in the class, to answer questions students didn't even think of, and to show that the instructor was interested in their comments and wanted to try to help them learn. The video could possibly serve as serve as a resource tool for students in future semesters and/or for the instructor in to use to improve the course.
Developing and improving a course is an ongoing process. Teachers should seek honest feedback from the students and incorporate that feedback into their courses. Students may be more forthcoming with feedback if they are able to give it anonymously. Ideally, teachers should make corrections to their syllabus, modules, and assessments for the upcoming term as soon as they realize that a change should be made. This practice will make it more likely that all of the updates are actually made and are not forgotten. At a minimum, a running log with brief notes about what worked well, what did not work well, and possible ideas for improvement would be a good jump start for improving the course for the next semester.
In It For the Long Run
In It For the Long Run
- Create a "Coming Soon" Page where I can add content based on current events and/or to address particular questions or issues that come up in each class.
- Use Muddy Concept to find out where students are struggling or want additional information.
- Make class-specific announcements clarifying concepts, answering common questions and highlighting unique work or comments.
- Solicit anonymous feedback midway through the course and at the end.
- Check out SWAY as a way to create a very professional-looking online text book that can be adapted as needed.
- Look at multiple resources on an ongoing basis for new content, presentation techniques, communication tools and assessment methods.
- Use Canvas Sandbox to make and save potential changes to the course throughout the semester rather than right before a new term.
Examples
Examples
"Coming Soon"
"Coming Soon"
Create a responsive course content page by reserving space that can be updated during the semester based upon
- the interests of a particular class
- the need for further explanation of difficult concepts
- current events/late breaking news
Students will have advance notice that there will be more material and that they have some say in what will be covered there.
Muddiest Point
Muddiest Point
Ask students to identify particular concepts that they are having difficulty grasping or would like to be discussed in more depth. This assignment helps in numerous ways.
- Students can see that others are having the same issues and feel reassured that they are not the only ones having difficulty.
- Students can help each other understand concepts by giving examples or explaining in different words.
- Instructors can respond to students individually or to the class as a whole, in a written, audio or video format.
- Instructors can use this information to revise and improve their materials for the next semester.
Formative Assessment
Formative Assessment
This low stakes quiz serves to allow students to check their understanding of the material. Students have the ability to retake the quiz as often as needed, which should make it less intimidating. The instructor can reach out to students who do not take the quiz.
To create more student involvement, the instructor could use student-generated questions for this quiz.
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