The Secrets to Student Engagement & Compliance in Online Learning Presentation
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Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
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The Secrets to Student Engagement & Compliance in Online Learning Presentation
- 1. Online Engagement, Retention and Compliance Caroline Brock
- 2. The situation What is the current situation? 7% completion rates for VET Fee online courses in VET sector Lower Retention Rates
- 3. Common problems we see Content Online SystemSupport Learning Journey Strategy What are the common causes?
- 4. Study by J.L. Bailie Kaplan University What do the students want 65% suggesting that welcome calls should only be placed when requested by the student 55% expected online trainers to access their course every day of the week and participate in discussions daily 50% want an initiated email contact 1 day before their course started vs 40% the week before”
- 5. 52% of students expected trainers to respond to email inquiries within 12 hours of receipt, and to voicemail messages within to 24 hours. 57% expected trainers to return a minor graded assessment in 3 days, and a major assessment within one week. What do the students want
- 6. The magic formula is not so magic What’s the magic formu
- 7. We know what works Addressing individual needs Providing clear guidance in assessments Connecting learners to resources Create an eye-catching layout Focus on the “why Simple User Experience Social, Interactive, Mobile
- 8. The Magic Formula * communication *presence & *engagement *timeliness & responsiveness *mentors *help desk Online Classroom management *intervention plans Human 2 Human * social *mobile *easy to use *learning community *learning eco- system Learning Platform * Course Design *bite size *multi media *Problem solving focused *real life Content 3 year Online learning Strategy & Sustainability Plan
- 9. Standard 1: How do you maximise the chances of learners successfully completing their training? What to look for? • How do you identify which student needs support during their course • What are the different types of support you offer • How do you build a relationship with your students online? • How do you allow students to collaborate with each other online? Common mistakes: • Do not know have the reporting capabilities to identify student that require support • Their student support strategy is very light • The courses are impersonal
- 10. Standard 1- How do you conduct effective assessment online or in blended model? What to look for? • Can you truly assess the requirements of the unit online? • Can they apply their knowledge in a practical way? • Is there a variety of assessment been used to address the unit? • When using ‘simulated’ workplace environments, does the assessment task replicate the resources, environment and any time and productivity pressures that exist in the actual workplace? Common mistakes: • Trying to assess observable skills as non-observable activities • Over or under assessing • Poorly designed assessment – focus on lower cognative skills • Failing to assess the practical application of knowledge • assessments not meeting principles of assessment and rules of evidence • Assessment not meeting workplace requirements
- 11. Let’s Chat
Editor's Notes
- Indications early in 2015 were that those students studying in online only mode had completion rates of around 7%, as opposed to around 40% for those students which undertook classroom or workplace based training where there was shall we say face to face components of the training.
- Disconnected learning experiences – where learners find themselves unable to reap the benefits of making connections between courses, subjects, and projects, or between needs / desires / goals and the final education they receive, or in connecting online and face-to-face learning experiences. It’s as if learning takes place in silos. • Passive learning – learning accomplished as if one learns simply through receipt and absorption of content, instead of via interactivity and discourse Regimented learning based on a “one size fits all” model – the most obvious mistake historically has been to believe that every learner learns the same way. (This resulted in a one-way, singular model for delivering education.) Educational research has shown the weaknesses inherent to regimented learning. • Opaque assessments – traditional assessments have been labor-intensive for educators yet often have failed to provide clear, understandable metrics. Think about how often students complain they don’t “get” their instructors’ feedback. • Non-transferable achievements – in a world where we all need to count things, it’s been easiest to only count the whole elements: a year’s worth of credit. A semester passing grade or credit hour that conflates seat time with mastery. Often this has meant specific achievements that might otherwise be measurable are lost to the learner going forward. • Unclear market value – now more than ever before, stakeholders are questioning the return on investment of a traditional two- or four-year degree. This is occurring not because such degrees might not be valuable, but because of the distinct mix of missing skill sets, rising costs, and labor markets not always mapping to graduate capabilities. That some stakeholders continue to believe that some form of postsecondary education should be free suggests that such education is still universally valued. Students find it difficulties engaging with the materials and the assessments- badly designed content Poor user experience – outdated systems The lack of support and progressive feedback E-learning strategy is not mapped out and well defined
- increasingly aware of what they are seeking in their online experience Communication Expectations Based on the survey responses, participants favored an email message being sent by the faculty member within one week prior to the start of the term. Beyond the courtesy of a welcome message, the benefit of such a correspondence could be in introducing the student to the learning experience by offering a syllabus, determining whether texts and other related materials have been accounted for, and providing contact information. According to the students participating in this study, and contrary to the requirements of some institutions, a telephone call to each enrolled student is not expected unless specifically requested by the student. Also, personal imagery of the instructor should be included as the faculty member deems appropriate. Once the term is underway, respondents preferred that each new unit of instruction proceed with an announcement the day prior to opening the new module. Such an announcement might serve as an introduction that highlights the relevance of the goals of the unit, accentuates the relation between activities and assignments to the learning objectives, and offer strategies for efficient completion of the stated outcomes. Presence & Engagement Expectations Active involvement by the faculty member was upheld as an important expectation by the students participating in this study. The majority of the students surveyed support the expectation that faculty should access their online course at least once per day, seven days of the week. In addition, they should participate in discussions at least two to three days during the week, but this participation should be consistent with the activity. The group felt that regular office hours should not be required of faculty, instead favoring that faculty be available by appointment. As the range of protocols collected from the institutions are deliberated, this is an area where considerable variance between institutions remains. After all, given the ubiquitous nature of today's technology, it would seem that an institutional expectation that faculty only access their online course a minimum of one time per week would be objectionable. It was interesting to note that, according to the prevailing view of the sample seated for this study, faculty participation in discussions need only be consistent with the 2-3 times per week engagement (which is consistent with the commonly prescribed expectation for student performance). Timeliness/Responsiveness Expectations Of the three protocol areas included in this investigation, the most robust dialog received from colleagues attending conference presentations where the results of this investigation were reported came in the area of timeliness and responsiveness. Clearly, this is an area where the unsettled argument regarding student as consumer is amply revealed. Students participating in this study indicated that faculty should respond to an email inquiry from a student within 12 hours of receipt, and a voicemail within 12 – 24 hours of receipt. Participants in this study also favored a response time of three days for the return of a minor assignment and one week for a major assignment. Again, it was interesting to note that (at least) one institution found "in a timely fashion" to be an acceptable measure. In the view of this investigator, this expectation is derived by advancements in technology that have provided greater connectivity by way of cell phones and electronic messaging. Coupled with the common marketing scheme of "anytime, anyplace" learning coined by the online learning industry, it would appear that online students desire a more instantaneous response than previously expected. In general, the results of this investigation support the belief that for online faculty to meet the expectations of their students, they must demonstrate a timely and dependable presence their online courses. They must also communicate often with students through consistent feedback, widely engage in and promote opportunities for discourse, and be responsive to occasions for contact. As practitioners, when we place ourselves in the role of a student, would it not be reasonable to assume that such qualities would also match our own expectations? Perhaps it would be beneficial for responsive intuitions to validate the expectations of their online students in comparison to the instructional protocols they have in place.
- se various teaching methods, encourage communication back to the RTO, monitor student progress carefully, follow up on slow progress and engage the student. Things like synchronous facilitator led online workshops, where online work is treated as a group activity in a similar way to normal face to face learning have a clear effect on student engagement, as do things like regular contact between students and trainers, which should be more than just a weekly phone call asking them how they are going, a simple easy way for students to chat with each other, exchange ideas and begin to feel like a cohort rather than individuals studying alone”. best results from online learning come when students engage for short periods of time with material that is interesting and engaging.
- This can be seen also in the area of LMS platforms, which initially were designed to be online repositories of information for course content, class rosters, schedules, assignments, tests and grades, and online learning. But LMS systems initially did not include other key elements related to fostering engagement vis-à- vis collaboration and communication between and among learners, educators and administrators. 81% of student use mobiles devises to study learn how to use the most fundamental learning tools to access and navigate the online systems, as well as develop online academic communication skills to participate effectively in online learning.
- Clause 1.7 Impersonality - Although students are getting feedback on their performance, the human touch is missing. Students may become excessively discouraged if they encounter frequent poor results. What this Standard means for your RTO To maximise the chance of learners successfully completing their training, your RTO needs to: identify any support individual learners need prior to their enrolment or commencement (whichever is the earliest) provide access to that support throughout their training. This may include providing: Language, Literacy and Numeracy (LLN) support assistive technology additional tutorials other mechanisms, such as assistance in using technology for online delivery components. If support attracts an additional cost to the learner, you must make this clear in pre-enrolment information. If there are limitations to the support your RTO is able to provide, these limitations need to be made clear in information provided to potential learners. At minimum, support should include: identifying particular requirements such as literacy, numeracy, English language or physical capabilities learners would need to complete each course developing strategies to make support available where gaps are identified.
- Clause 1.7 Impersonality - Although students are getting feedback on their performance, the human touch is missing. Students may become excessively discouraged if they encounter frequent poor results. What this Standard means for your RTO To maximise the chance of learners successfully completing their training, your RTO needs to: identify any support individual learners need prior to their enrolment or commencement (whichever is the earliest) provide access to that support throughout their training. This may include providing: Language, Literacy and Numeracy (LLN) support assistive technology additional tutorials other mechanisms, such as assistance in using technology for online delivery components. If support attracts an additional cost to the learner, you must make this clear in pre-enrolment information. If there are limitations to the support your RTO is able to provide, these limitations need to be made clear in information provided to potential learners. At minimum, support should include: identifying particular requirements such as literacy, numeracy, English language or physical capabilities learners would need to complete each course developing strategies to make support available where gaps are identified.