Abstract
Online classes tend to result in bi-modal results. Students who are fully engaged tend to thrive and generate grades in the above average range. Students who are marginally engaged often fail or pass at the lowest levels. Online learning has typically ported the best of in-classroom, or on site, practices into the online arena. While this provides a solid underpinning a lot of the interaction that occurs in a physical classroom does not happen. Students can feel disengaged, or marginalized from the rest of the academic or classroom community and from the instructor. While the burden of online learning clearly lies with the learner, faculty must operate differently to ensure students do not feel disconnected. Minimizing rules, interacting less formally, often with personal concern and reaching out to students individually to provide resources, reassurance and additional guidance can lead to improved outcomes for more students. While the intended consequence was improving student engagement; the surprise was the high levels of student satisfaction and improved grades and course averages. By adopting or implementing some of these practices faculty can improve student success in the online arena along with student satisfaction and hopefully retention.
Collection
Subject
Contributors
Duration
00:39:50 (HH:MM:SS)
Language:
English
Target or Intended Audience
Higher education
Copyright Holder
| Name | NJEdge.NET |
| Role | Producer |
| Telephone | 973-596-5490 |
| Address | 218 Central Avenue, Suite #3902, Newark, NJ 07102 |
| [email protected] |
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