Quality Matter approaches to engaging online students

1. Student Engagement
Jim Marteney

2. Online Learning
can be very
lonely

3. How do you make our
students part of a
learning community?

4. How do we get our students
engaged in our class?

5. What Does It Even
Mean to Be Engaged?

7. Levels of Student Engagement
Assigned tasks have meaning and
value to the student
Authentic Engagement
Student will persist even when task is
difficult
High Attention
High Commitment

8. Levels of Student Engagement
Assigned tasks have little meaning or
direct value to the student
Strategic Compliance
Student will persist to obtain extrinsic
rewards, like grades
High Attention
Low Commitment

9. Levels of Student Engagement
Student willing to expend effort to avoid
negative consequences
Ritual Compliance
Emphasis is to meet minimum
requirements
Low Attention
Low Commitment

10. Levels of Student Engagement
Student disengaged from task
Retreatism
Student is not disruptive
No Attention
No Commitment
Student does not participate and learns
little

11. Levels of Student Engagement
Student refuses to do task
Rebellian
Student is disruptive
Diverted Attention
No Commitment
Student tries to substitute tasks
Student develops negative attitude
towards education

12. Putting It Back Together

13. Why aren’t all students
engaged?
Could it be our fault?
What do we do to create
disengaged students?

14. How do you get your
students engaged?

16. What is
Quality
Matters?
A set of quality standards for
online course design
A faculty-centered peer
review process for online
courses

17. What is
Quality
Matters?
A tool used by instructional
design staff their work with
faculty
A professional development
opportunity for both faculty
and staff

18. Faculty-driven
Peer Review
Review Process that is

19. Collaborative Continuous
Collegial
Centered

20. Quality Matters Rubric

21. Rubric Standards
Course Overview and Introduction
Learning Objectives
Assessment and Measurement
Instructional Materials
Learner Interaction and Engagement
Course Technology
Learner Support
Accessibility

22. Rubric Standards
Course Overview and Introduction
Learning Objectives
Assessment and Measurement
Instructional Materials
Learner Interaction and Engagement
Course Technology
Learner Support
Accessibility

23. General Standard 5
Learner Interaction and Engagement
“Course components that promote
active learning process and to
learner persistence.”

24. General Standard 5
Learner Interaction and Engagement

25. The learning activities promote the
achievement of the stated learning
objectives or competencies
Learning activities provide opportunities
for interaction that support active learning
The instructor’s plan for classroom
response time and feedback on
assignments is clearly stated.
The requirements for learner interaction
are clearly stated.
General Standard 5

26. General Standard 5
The Key:
“Critical course
components
reinforcer one
another”
The learning activities promote the
achievement of the stated learning
objectives or competencies.
Alignment

27. General Standard 5
The Key: Alignment
Do your activities line up
with your modules?
with your objectives?
The learning activities promote the
achievement of the stated learning
objectives or competencies.

28. General Standard 5
“Learning activities align with the
course and module objectives or
competencies, as well as with
assessments, instructional materials,
and course technologies by engaging
learners in activities that promote
mastery of the stated learning
objectives or competencies.”
The learning activities promote the
achievement of the stated learning
objectives or competencies.

29. General Standard 5
“The purpose of learning activities
is to facilitate the learner’s
achievement of the stated
objectives or competencies.”
The learning activities promote the
achievement of the stated learning
objectives or competencies.

30. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
“Activities encourage learners’
engagement through different
types of interaction as appropriate
to the course.”

31. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
“Interactions are designed as
activities to support the course
objectives or competencies and
may vary with the discipline,
purpose and level of the course.”

32. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
“Look for the purpose of the
interactions and not just the
number of opportunities for the
interaction.”

33. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
“Interactions are designed as
activities to support the course
objectives or competencies and
may vary with the discipline,
purpose and level of the course.”

34. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
“Types of interaction include:”
learner-instructor
learner- content
learner- learner

35. General Standard 5
Learning activities provide opportunities
for interaction that support active learning

36. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
Active learning involves learners engaging
by ‘doing’ something , such as:
discovering
processing
applying concepts
applying information

37. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
Active learning entails guiding
learners to increasing levels of
responsibility for their own learning

38. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
Activities for learner - instructor
interaction might include:
assignment or project submitted for
instructor feedback
synchronous or asynchronous discussions
frequently asked questions -FAQ
moderated by the instructor

39. What might you try?

40. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
Activities for learner - learner
interaction might include:
synchronous or asynchronous discussions
group projects
peer review creating or evaluating

41. What might you try?

42. General Standard 5
Learning activities provide opportunities
for interaction that support active learning
Activities for learner - content
interaction might include:
testing multiple times using test pools
lists in discussions
powerpoint or video projects
computer created activities

43. What might you try?

44. General Standard 5
The instructors plan for classroom
response time and feedback on
assignments is clearly stated
The course provides clear information about
when learners will receive instructor responses to
emails and discussion postings, feedback on
assignments, and grades.

45. General Standard 5
The instructors plan for classroom
response time and feedback on
assignments is clearly stated
Learners are better able to manage their
course activities when they know upfront
when to expect feedback from the instructor

46. General Standard 5
The instructors plan for classroom
response time and feedback on
assignments is clearly stated
Frequent feedback from the instructor
increases learners’ sense of engagement
in a course

47. General Standard 5
The instructors plan for classroom
response time and feedback on
assignments is clearly stated
This information typically appears
in he course syllabus.

48. General Standard 5
The instructors plan for classroom
response time and feedback on
assignments is clearly stated
Where else could this
information appear?

49. General Standard 5
The requirements for learner interaction
are clearly stated.
It is not enough to
“I’ll know it when I see it.”

50. The learning activities promote the
achievement of the stated learning
objectives or competencies
Learning activities provide opportunities
for interaction that support active learning
The instructor’s plan for classroom
response time and feedback on
assignments is clearly stated.
The requirements for learner interaction
are clearly stated.
General Standard 5

53. Ways
to
Humanizing Your Class

54. Let Them
Get to Know
You

55. Use Familiar
Language

56. Make your
Discussions
interesting

58. Make it their
class
Let them
Contribute Content

59. USE PICTURES

60. PUT YOURSELF IN
PICTURES AND
VIDEOS

62. Previewing a Unit

63. Previewing a Unit

64. BE CLEAR
Let them know exactly
what is going on.
Don’t have them avoid
the class because of
confusion.
Overwrite if needed

65. KEEP THEM
INFORMED

66. Course Map
KEEP THEM
INFORMED

67. KEEP THEM
INFORMED
Module

68. ADD YOUR
PICTURE

70. OFFER
POSITIVE
COMMENTS

71. OFFER
POSITIVE
COMMENTS
Public
Private

72. Thank you
Now Go Forth and Engage
Your Students