{"id":6448,"date":"2017-08-25T14:42:37","date_gmt":"2017-08-25T14:42:37","guid":{"rendered":"http:\/\/blogs.northampton.ac.uk\/learntech\/?p=6448"},"modified":"2023-09-04T09:53:18","modified_gmt":"2023-09-04T09:53:18","slug":"active-learning-in-online-spaces","status":"publish","type":"post","link":"https:\/\/blogs.northampton.ac.uk\/learntech\/2017\/08\/25\/active-learning-in-online-spaces\/","title":{"rendered":"Active learning and teaching in online spaces"},"content":{"rendered":"

As a result of the University’s Active Blended Learning strategy<\/a>, some teaching staff are considering using some contact time to support learners in the online environment as well as in the classroom. There are many reasons why you might choose to do this: perhaps you want to increase the flexibility for your cohort so they don’t have to travel; perhaps you need to help your students develop their digital literacy; perhaps running a teaching session online allows you to do something you couldn’t do in the classroom (like including a guest speaker, or allowing students time to draft and revise before sharing their thoughts). Or perhaps you just want to add some more structure, guidance and feedback to regular independent study activities.<\/p>\n

Whatever your motivation, there are some tips that can help you think about how to use that contact time well, and make online learning a rewarding experience for you and your students.<\/p>\n

Transparent pedagogy and clear expectations<\/h3>\n

Recent research with our students highlighted that they don’t always feel prepared for independent study, and often come to university expecting to ‘be taught’ rather than to have to work things out for themselves (the full report can be downloaded here<\/a>). Scaffolding the development of independent learning skills is a gradual process, with implications for online as well as classroom teaching – particularly as this way of learning may be new to your students too (at least in formal education contexts). So how do you avoid students feeling like they’ve been ‘palmed off’ with online activities, when national level research<\/a> tells us that many applicants expect to get more class time than they had at school?<\/p>\n

\"\"<\/a>It’s worth setting time aside early on to have frank conversations about how learning works at university level, and about how the module will work, but also about why<\/em> those choices have been made. Students can sometimes be unaware of the level of planning and design work that goes into a module, so it helps to explain why you’re asking them to do the tasks you’ve planned – in the discussion forum, for example, why<\/em> is it important for them to engage with opinions or ideas shared by other students? You don’t need to be an expert on social constructivism to explain that learning to research, communicate and collaborate online are crucial skills for graduates. And if it’s the first time you’ve tried something, don’t be afraid to say so, and acknowledge that you’re learning together! Keeping the conversation open for feedback on teaching approaches will help improve them in the future.<\/p>\n

In conversations about pedagogy, be sure to make space for your students to talk about their expectations and previous experiences. This might help them identify aspirations and areas for development, but it will also inform your planning, and a shared understanding of responsibilities will make the learning process run much more smoothly. Consider co-creating a ‘learning contract’, exploring issues like how often you expect them to check in on social learning activities on NILE, and how (and how quickly) they can expect to get responses to questions they pose there.<\/p>\n

Building relationships<\/h3>\n

A key element of success in any learning environment is trust. This doesn’t just mean students trusting in you as the subject expert, and trusting that the work you’re asking them to do is purposeful and worthwhile (see above). It also means trusting that your classroom (whether physical or online) is a safe space to ask questions, and that feedback from peers as well as from you will be constructive and respectful. Some of this can be explicitly addressed with a shared ‘learning contract’, as above, but it also helps to reinforce this through the learning activities themselves. In the online environment, introducing low-risk ‘socialisation’ activities early on can help to build confidence and a sense of community, which will be invaluable in the co-construction of knowledge later on (see Salmon’s five stage model<\/a> for more on this). Simple things like adding the first post to kick off a conversation, and explicitly acknowledging anxieties about digital skills, can make all the difference.<\/p>\n

\"\"<\/a>Trust also means students trusting that their contributions in the learning space will be acknowledged and valued. Many online tools, such as blogs and discussion forums, are specifically designed with student contribution as the focus, but with live tools, like Collaborate, you may need to plan activities specifically to support this, so that it’s not just you talking. After all, you wouldn’t expect a discussion forum to be composed of one long post from you, so with live sessions, the same principles apply! (see Matt Bower’s Blended Synchronous Learning Handbook <\/a>for ideas).<\/p>\n

On the flip side of this, you also wouldn’t expect a student who was speaking in a live webinar to keep trying if they didn’t get a reply. So using the same principles, if you’re planning asynchronous (not live) learning activities, make sure you schedule teaching time to review your students’ views and ideas, whether online or in the next face to face session.\u00a0 Online, techniques like weaving (drawing connections, asking questions and extending points) and summarising (acknowledging, emphasising and refocusing) are invaluable, both for supporting conversation and for emphasising that you are present in the online space (see Salmon 2011<\/a> for more on these skills).<\/p>\n

And if some of your students haven’t contributed, don’t panic! There could be lots of reasons for this. It may be a bad week for them, or a topic they don’t feel confident in, in which case chances are they will still learn a lot from reading the discussion. It may be that someone else already made their point – after all, if you were having a discussion in the classroom, you wouldn’t expect every student to raise a hand and tell you the same thing (if you need to check the understanding of every single student, maybe you need a test or a poll instead of a discussion). If participation is very low though, it may be that you need to reframe the question (as a starter on this, this guide from the University of Oregon<\/a>, although a little outdated in technical instructions, includes some useful points about discussion questions for convergent, divergent and evaluative thinking).<\/p>\n

Clarity, guidance, instructions, modelling<\/h3>\n

Last but by no means least, with online learning it helps to remember that students need to learn the method as well as the matter. A well-organised NILE site, clear instructions and links to further help will go a long way, but nothing beats modelling. Setting aside time in your face to face sessions to walk through online activities and address questions will save you lots of time in the long run.<\/p>\n","protected":false},"excerpt":{"rendered":"

As a result of the University’s Active Blended Learning strategy<\/a>, some teaching staff are considering using some contact time to support learners in the online environment as well as in the classroom. 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