Create Intentional Communities through Meaningful Student Introductions

Description Student introductions are a high-impact practice: they build community within the course, set the stage for more substantive forms of student-student and student-instructor engagement, and can reveal unknown issues or strengths on the part of students (Dolan, Kain, Reilly, & Bansal, 2017). Building community in online classes (Nelson & Goodson, 2018) through introductions helps …

Related Tags: , , , , , , , , ,

Implement Student Video Introductions to Foster Social Presence

Description Online learning can cause students to miss the peer-to-peer connectiveness of the face-to-face classroom and feel isolated in their studies, which can lead to lower motivation, achievement, and retention in online classes (Angelino, Williams, & Natvig, 2007; Kanuka & Jugdev, 2006). To remedy students’ feelings of isolation, discussion forums are commonly utilized by instructors …

Related Tags: , , , , ,

Increasing participation and engagement in student introduction posts through narrative

Description It can be difficult for students to connect with each other and with instructors in web-based courses. A number of strategies, design-decisions, and activities can be used to alleviate this issue (Vonderwell, 2003). One commonly used activity is the introduction post – the digital correlate of the in-class introduction. The instructor creates a discussion …

Related Tags: , , , ,

Use Digital Posters for Online Community Introductions

Description A sense of community within a course can increase student engagement, persistence, and performance (Rovai, 2002; Vesely, Bloom, & Sherlock, 2007). In asynchronous teaching, creating community can be challenging. Instructors can facilitate a sense of community by providing ways for students to introduce themselves to each other. Glogs (graphic blogs) are interactive electronic posters …

Related Tags: , , , , , , , ,