Learn about low-cost, scalable, and research-based strategies on how to build online courses to increase student engagement and improve outcomes. Effective pedagogical practices and modern web technologies combine to create deep learning experiences that create increased motivation and belonging.
Participants will learn about how affective learning curriculum is designed for an online environment that can shift affective dimensions, including students' sense of academic self-efficacy, hope, college identity, and mindfulness. Participants will begin to understand how affective learning curriculum can be integrated in different educational contexts serving underprepared students, enhancing general education courses, and Career Technical Education. Participants will also begin to understand why measuring the effects of non-cognitive interventions help to determine effective practices and replicate outcomes. Other topics will include discussion of professional development requirements for teaching affective approaches on-line and a methodology for the development of affective approaches in mobile, on-line and hybrid formats.
Our plan for interactivity includes:
- Introductory presentation on online curriculum design [15 min]
- Attendees participate in several interactive experiential exercises used in the award-winning course to understand an affective learning curriculum approach [20 min]
- Attendees provided time to reflect on their experiences of the curriculum, then share in small groups to synthesize what they are learning [20 min]
- Closing remarks and Q&A session [20 min]
This workshop is framed within the context of an award-winning course designed for struggling students to help them build hyper-bonded communities and influence personal growth within the affective domain. The Course supports the goals to increase: first-term retention, second-term retention, course completion, and graduation rates.
The guiding principle of the Course is that student success starts with both social support and self-reflective awareness, and that these two experiences prepare students to weather the challenges and demands of pursuing a college degree.
Our effective practice and intentional design of the Course replicates the most impactful, community-based aspects of the traditional classroom but instead of requiring a brick and mortar classroom, places instructors and students on webcam in a virtual classroom that also utilizes breakout rooms for team time, activities, and one-on-one sharing. We assert that the visual representation of the person on camera allows students to interpret body language, emotions, and other nonverbal indicators that contribute to deeper and more authentic personal connections.
The Course uses a blended collaboration of synchronous and asynchronous learning opportunities that effectively accomplish the learning objectives while conserving the time and resources of our adult learners, who typically have competing demands.
Scaled in an online health professions college, the Course has had over 35,000 students complete it. Enrollments exceed 1,200 students per month.
We will explore why measuring the effects of non-cognitive interventions help to determine effective practices and replicate outcomes.
We will discuss faculty satisfaction as well as student satisfaction. Documentation of faculty satisfaction is divided into two categories, 1) faculty members who teach the course and use the effective practice firsthand, and 2) faculty members who refer students to the course or work with students after they have completed the Course.
Faculty members who teach the Course report satisfaction in the opportunity to engage in professional development aside from their traditional mentoring responsibilities. These faculty members were given access to an intensive, face-to-face, faculty experiential learning institute to prepare them for teaching the skills within the affective domain.
Faculty members who refer students to the Course – or work one-on-one with students after they complete the Course – report positive qualitative feedback about student attitudes, valuation of peer relationships, communication practices, and academic progress. For many faculty members, the Course is viewed as an intervention that supports them in their goals to help students succeed and alleviates some of the burden in supporting underprepared students.
We believe positive academic student outcomes translate to student satisfaction; however, testimonials speak to the importance of peer relationships and peer learning in the context of satisfaction and retention. The following testimonials were provided by students who completed the Course:
“We collaborated together on ideas to better ourselves as students and felt a sense of closeness and unity throughout the course. This was greatly appreciated for me as I was nervous and skeptical as to how this course would be beneficial is my educational journey at [x]College.”
“These are practical skills that can truly make a difference in your relationships and help you succeed in any endeavor you choose. I also appreciated the diversity of the students in the class because of the differing perspectives I was able to find. I look forward to having future interactions with this group and following their progress.”
“It was unique to have a class focus internally on improving oneself. On top of the coursework, it was great to see and interact with other students at [x]College. There were students of all ages in various parts of their lives and learning experiences that came together to focus on one another. This class challenged all of the students to come out of their comfort zone and truly connect. “