Engaging students in online learning Robert Wilson Prifysgol Caerdydd/Cardiff University Ysgol Mathemateg/School of Mathematics
Background/Context Robert Wilson wilsonrh@cardiff.ac.uk Experience • Five weeks teaching • One “standard” lecture based, level 5 core module (173 students) • One group based, level 5 optional module (40 students) • Utilising Blackboard (BB) virtual learning environment
Star 1: Structure workflow Robert Wilson wilsonrh@cardiff.ac.uk What I did… • Post announcements reminding students of upcoming sessions. • Direct students to additional resources. What I plan to do … • Share weekly learning plans. • Include clear expectations in terms of time commitment and aims of directed/ independent study .
Structure workflow: Example Robert Wilson wilsonrh@cardiff.ac.uk Schedule: Week 1 Session 1 pre-task: Complete the online diagnostic exercise Duration – 30 minutes. Exercise will focus on essential prerequisite material for the module. Session 1: Review of diagnostic and prerequisite material. Duration – 50 minutes. Feedback based on the results of the diagnostic exercise will be discussed. The session will also provide opportunity to attempt further examples. Session 2 pre- task: Watch video “Introduction to Fourier series”. Duration – 15 minutes. Note any subsequent questions and add them to the discussion board in Learning Central. Session 2: Determining Fourier Series. Duration - 50 minutes. The session will be used to review questions from the pre-task and to attempt some initial problems (group based) relating to Fourier series. Session 2 post-task: Complete and submit homework example. Duration – 30 minutes. For further examples see . . .
Star 2: Reuse – not replicate Robert Wilson wilsonrh@cardiff.ac.uk What I did… • Made lecture recordings available from the previous year. • Annotated existing slides and examples. What I plan to do … • Make smaller/focussed videos. • Adapt materials for review and student activity.
Reuse – not replicate: Lecture recordings Robert Wilson wilsonrh@cardiff.ac.uk Usage 2019-20 2020-21 (n=131) (n=173) Average viewing ~15.5 minutes ~16.5 minutes time More than 60 61 students 66 students minutes More than 10 14 students 14 students hours Between 0-30 33 students 51 students minutes DNA 16 students 41 students
Reuse – not replicate: Peer instruction Robert Wilson wilsonrh@cardiff.ac.uk • Used in conjunction with polling in BB collaborate • Positive student feedback • Encourages in-class discussion (Think – Pair – Share). • Provides instant feedback to students (and staff)
WISH: Out of class discussion Robert Wilson wilsonrh@cardiff.ac.uk What I did… • Encouraged student questions via BB discussion board. • Created threads based on main topics. • Posted initial student questions (received via email) with a response. • Resorted to replying to student emails. What I plan to do … • …?
Take home Robert Wilson wilsonrh@cardiff.ac.uk “It is not your responsibility as a teacher to ‘fix’ everything. Our goal is to design for our students and consider what support they might need”. FutureLearn – How to Teach Online (April 2020) Planning to teach online. University of New South Wales. Available via https://ltto.unsw.edu.au Danby, F. How to be a better online teacher: Advice guide. Chronicle of Higher Education . Available via https://www.chronicle.com/interactives/advice-online- teaching
Questions and Comments Robert Wilson wilsonrh@cardiff.ac.uk
Lecture recordings: Views and downloads per day • Average view time per student ~ 13 mins • 66 students viewed more than 60 mins • 14 students viewed more than 10 hours • 51 students viewed between 0-30 mins • 41 students did not access videos
WISH: Out of class discussion Robert Wilson wilsonrh@cardiff.ac.uk What I did… • Encouraged student questions via BB discussion board. • Created threads based on main topics. • Posted initial student questions (received via email) with a response. • Resorted to replying to student emails. What I plan to do … • Considered using piazza.
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