Continual Engagement
I have found that a major difficulty with the online class is that students tend to wait until the end of the week to do all their assignments. They would succeed much better if they were engaged throughout the week. However, it seems like assessing the student TOO MUCH through out the week, it defeats one of the purposes of learning online- having a dynamic schedule.
Can anyone share their success stories in successfully engaging the student throughout the week? I am curious if it dramatically improves scores.
Brian Stout
Suzanne and Nicholas,
I teach students who work all day and have families and I explain to them, the online classroom is not a typical Monday - Friday week. I have everything due Wednesday at 5:00 p.m. If they can only work on assignments on Saturday and Sunday, then they need to look at the assignments, assess their time and work ahead if need be. Once they get the hang of it, it works for all parties.
Suzanne and Brian,
You bring up very good points. My assignments are always due on Wednesday at 5:00 p.m. That way I am available on Monday, Tuesday and Wednesday for questions and I can grade on Thursday and some on Friday keeping my weekends open for me/my life. It works for me and my students.
Nicholas:
I have tried motivational techniques such as these before but have received cries of inequitable treatment from students who have careers and families that necessitate them to only complete their assignments on the weekend or indeed, at the last minute. Then they perceive that they are not getting the same benefits from my feedback. Additionally, I have found that if I permit re-submittals, often a student submits a poor-quality document as a way to receive a "pre-grading" advantage. These are areas of concern and present challenges whether they are found in online or face-to-face classrooms.
Suzanne
Brian:
In my experience, having a mid-week deadline for a first post provides a structure to get the conversation started and eliminates the last-minute static discussion boards. From there, I have found that if I post a comment with some relevant resources to provide enhanced comprehension of the concepts or make selective comments to raise the discussion to a higher level, this will usually encourage students to think about the subject more efficiently and post comments. If I interact TOO much early in the week, it can be intimidating and detract from a free-flowing student dynamic.
Suzanne
Tyra,
A welcoming email as well as "here's what's coming up" email helps the students feel more comfortable and understand where they need to be headed in the learning process. Thanks!
Hi Brian,
I have found success with emails to the student. Just simple welcome to the new week/unit emails. Often the student just finishes the previous unit and takes a "break". This can turn into the whole week! I also encourage the students to "look ahead". The best motivator is to just get them into the classroom. So often I make part of a discussion board required in the first half of the week.
Best,
Tyra Hall-Pogar
Suzanne,
Sound like you have a system in place. Do students not have questions over the weekend when assignments are due on Sunday? Do you think students need an assignment every week? Are the assignments automatically graded? Just wondering. Thanks.
Brian,
At one school where I teach we have a discussion, quiz and short assignment each week. Discussion posts are due Wednesday, Friday and Sunday. Quizzes are due Friday and writing assignments are due Sunday. This compels students not to wait for the weekend and for many students it keeps them engaged. Others are intimidated by the schedule and require a lot of encouragement and hand holding. I am happy to do this. I believe the rigorous schedule, coupled with personal attention, benefits most students.
Suzanne
Nicholas ,
Glad you are taking the time to give them feedback and letting them resubmit. That's helpful. I found Sunday night due dates to be a drag for me as I was always online on Saturdays in case they had difficulties and I lost my weekends. But, we all do what works for us. Thanks!
As far as online ASSIGNMENTS go, I'll tell students at the beginning of the marking period, "even though assignments are due Sunday night, if you turn things in during the week, I'll grade it early and let them resubmit for a high grade". This keeps them active AND spreads out my grading schedule so that I'm not doing a huge pile Monday morning.
Paula,
We all have challenges to face and "battles" to fight. I like that you are noticing student improvement and thinking about how you engage your students. Thanks!
Hi,
I also find this a constant battle. I like the idea that my students are able to take advantage of the flexible schedule that online learning offers; however, I am always trying to create ways in which to offer more engagement throughout the week.
I notice that those who desire to improve their grades and are offered the opportunity to redo an assignment are more engaged throughout the week via email, and these are also the students who attend the weekly labs. It would be great if they were also motivated by learning and sharing knowledge.
Paula Bordenkecher
Tim,
Sounds like you have set up a discussion board with certain rules/policies that work for your class. Thanks.
I have found that by requiring a discussion board post midweek allows participants to plan a few minutes during their hectic schedule to have their initial post up so others can comment and discuss at their leisure. It has also come close to being mandatory for I2G communication encouraging participants to complete their assignments as it nears close to due dates/deadlines.
Cynthia,
I see your point. You seem to be doing a good job in engaging your students and keeping them on track. Keep it up.
Thanks!
It seems there is not a lot that works to change the last minute completing of assignments, but I have found that since so many adult learners work during the week, this contributes to why they seem to do all the work in only a day or two. I have chats on Wednesdays and live labs on Thursdays and this has engaged some. Otherwise individual emails asking them to follow-up with me if they seem to be doing poorly or not engaging in the course has helped. Sometimes students are going through difficult times so there may be a brief period they fall behind but then get back on track. Having engaged with them personally and giving them a chance seems to help.
Randy,
So true! I have started putting the heading on my syllabus as questions, such as: What book should I buy? Will I have to work in teams? Should I procrastinate? ;-) It helps them think about things they should or should not do.
It's a never-ending battle, keep fighting the good fight against procrastination. But realize also that many working/parent students do not have any time until the weekend, and that is sometimes their structure by necessity, and the reason that they chose asynchronous learning.
Brian,
There is a fine line between assessing/assigning too much during the week and students procrastinating. I find a blurb in the syllabus about procrastination and a brief outline of how much time assignments may take students to finish has helped in my classes. Thanks for your input.
