Engaged teaching involves more than technology. Even when technology is incorporated into courses, engagement is not created naturally. Being present and engaged in learning is critical to student success. This presentation will explore relationship development and techniques for creating active engagement that enhances connections both in person and virtually.
Engaged teaching involves more than technology. During the height of the Covid-19 pandemic, most universities moved away from face-to-face classroom settings and into virtual environments, in many cases, with very short notice for faculty. Some have now returned to face-to-face instruction, but virtual environments are here to stay. Virtual classrooms present interesting and unique challenges, and there is much work to be completed to ensure that students build lasting relationships with their instructors and classmates. But, the same can be said of face-face classrooms. Being present and engaged in either environment is critical to student success. This presentation will explore theories of relationship development and techniques for creating active engagement that enhance connections and student success, both in-person and virtually.
Relationships play a critical role in all aspects of life, whether they be personal or professional. Educators have a responsibility for fostering relationships and a sense of belonging in the classroom. When meaningful relationships are built between faculty and students, the resulting benefits for students include increased satisfaction, development of a sense of community, and career development advice and assistance. Some significant factors that contribute to the development of these faculty-student relationships include the students’ perceptions of faculty attitudes, approachability, and receptiveness. To foster this, faculty must be receptive to students, accept that students have developing skills, practice good communication skills including mindful listening, and exhibit elements of caring that foster mutual trust and respect.
There are some similarities in the functions needed to build these relationships in both virtual and face-to-face classrooms, but there are some differences in how the goal is achieved. Some things are taken for granted in face=to-face to classrooms as they represent usual expectations. But, in the virtual classroom, additional steps may be needed.
First, students need to understand how to use the technology for maximum success in the course. This might include tutorials, video clips explaining the technology, and step-by-step instructions for accessing and using the technology. While students use social media extensively, many are less confident when it comes to course related technology. Students need a caring instructor to help them navigate the technology.
Creating the classroom environment within the first few class sessions is an important consideration. In a face-to-face classroom, the routine and expectations are quickly established and typically follow patterns with which students have much experience from their elementary and secondary school environments. However, in the virtual classroom, particularly synchronous classrooms, there is much uncertainty about expectations. One consideration is establishing expectations for interactions and classroom behaviors. Rules of etiquette play a significant role in classroom interaction. This is especially important in virtual classrooms. The instructor must provide the guidelines for synchronous classes such as attendance, expectations for behavior (on camera or off, seated, stationary), how/when to contact the faculty member, interaction while in class, and expectations for faculty response time. Create opportunities for conversation in the classroom that include posted discussions, video discussions where students record their reactions and then share them with each other, and hold Zoom meetings with breakout rooms for smaller group discussions.
Scaffolding can help students become more confident. Use lecture followed by activities (both in person and online) to engage students with the course materials. If you have recorded lectures, build in low risk quizzes to gauge participation. Require discussions and application journals that help students apply information from their own familiar experiences. In synchronous classes, the chat feature provides an alternative means to making verbal comments and opens the door for more extensive discussion or clarification of questions or concerns.
Prompt feedback on assignments and responses to student emails and texts are also important in creating an engaged classroom. Students need timely feedback in order to make progress and feel that the instructor genuinely cares about their success. Prompt responses to student questions and concerns are also necessary to keep students engaged. Students are quickly discouraged when they do not feel that the faculty member cares enough to respond.
In summary, engaged classrooms involve more than technology. While technology provides tools for engagement, ultimately, the faculty member bears responsibility for blending the use of technological tools with a supportive classroom environment. When both technology and environment are carefully and purposefully blended, the result is an engaged classroom that provides benefits for all involved in the teaching and learning process.