Sloan C2009

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This document discusses the importance of student engagement in online courses. It explains that engagement requires active participation from students as they manipulate course content and build their own knowledge. Well-designed online courses use a variety of communication tools, connect concepts to real-world examples, and expect frequent demonstrations of student progress. Examples of engaging activities mentioned include student-generated discussions, wiki projects, and student-led seminars. The document encourages instructors to help students take responsibility for their own learning and own their educational decisions.

Susan M. Zvacek, Ph.D. University of Kansas Rosemary Dixon, M. Phil. University of Nevada, Reno Thinking in Action: Learner Engagement in Exemplary Online Courses

The Exemplary Course Program Course Design Goals and Objectives Student Engagement Content, Organization, and Clarity Interaction & Collaboration Based on Learning and Course Goals Variety of Communication Tools Used

The Exemplary Course Program Assessment Alignment with Objectives Formative (feedback!) & Summative Learner Support Orientation and Training Technical and Pedagogical

Engaging Online Courses? Courses are more than content Engagement requires us to participate… to be doing something meaningful with course content How do we know students are engaged? In online classes? In f2f classes?

Why is Engagement Important? Cognitive Processing: Manipulation moves information to long-term memory Constructivism: Active participation is required for learners (humans) to build knowledge structures

To Engage Online Students: Connect Conceptual/Theoretical Material and Real-world Application ExpectFrequent, Meaningful Demonstrations of Progress Expect students to “claim their education”

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Summary Engagement is how we know that our students are “in class” with online coursework. Expect your students to be responsible for their learning and to own their decisions about choosing to be engaged. Online coursework can serve as a positive model for traditional courses in which the teacher does most of the heavy lifting.

For more info: Susan Zvacekszvacek@ku.edu Rosemary Dixonrdixon@unr.edu Exemplary Course Programhttp://connections.blackboard.edu(under EffectivePractices)

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1. Susan M. Zvacek, Ph.D. University of Kansas Rosemary Dixon, M. Phil. University of Nevada, Reno Thinking in Action: Learner Engagement in Exemplary Online Courses

2. The Exemplary Course Program Course Design Goals and Objectives Student Engagement Content, Organization, and Clarity Interaction & Collaboration Based on Learning and Course Goals Variety of Communication Tools Used

3. The Exemplary Course Program Assessment Alignment with Objectives Formative (feedback!) & Summative Learner Support Orientation and Training Technical and Pedagogical

4. Engaging Online Courses? Courses are more than content Engagement requires us to participate… to be doing something meaningful with course content How do we know students are engaged? In online classes? In f2f classes?

5. Why is Engagement Important? Cognitive Processing: Manipulation moves information to long-term memory Constructivism: Active participation is required for learners (humans) to build knowledge structures

6. To Engage Online Students: Connect Conceptual/Theoretical Material and Real-world Application ExpectFrequent, Meaningful Demonstrations of Progress Expect students to “claim their education”

8. Comparing Portrayals of Palin and Clinton

9. Advice to Future Students

10. Student-Completed Rubrics

11. Student-Generated Discussion

12. Wiki Project: Comparison of ID Models

13. Student-led Elluminate Sessions

14. Summary Engagement is how we know that our students are “in class” with online coursework. Expect your students to be responsible for their learning and to own their decisions about choosing to be engaged. Online coursework can serve as a positive model for traditional courses in which the teacher does most of the heavy lifting.

15. For more info: Susan Zvacekszvacek@ku.edu Rosemary Dixonrdixon@unr.edu Exemplary Course Programhttp://connections.blackboard.edu(under EffectivePractices)

Editor's Notes

Rosemary – This is part of a slide show I have used several times when presenting about engagement in online courses. I figure that I can take this first set of slides and (very quickly) talk about the ECP and the rubric and why engagement matters, then turn it over to you to show some examples from your course. If you want to just show a few of yours and have me show some from other ECP-winning courses, that’s okay, too.
This will be very brief!
And this will be brief…
Here, the focus will be on why we should care about learner engagement in online courses and f2f
Theory stuff (to give us credibility) 
I left this in only to give you a few suggestions for what you might want to include for your examples. We can take this slide out and have your examples here, instead.After that, we’ll come up with a quickie summary (with the URL for the upcoming ECP) and that’ll be it.
Wiki project in which students compare an ID model with the “generic” ADDIE model …
Students present cases during Thursday Night Live sessions (12 in all, over a 15-week period); all students must view all cases (not necessarily live) and submit a “solution” within 4 days of the session; the students lead the discussion, mostly; promotes student accountability and responsibility;

Sloan C2009

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