This session describes a virtual check-in model to promote engagement in online courses. Participants will learn the importance of synchronous activities and strategies to engage students that promote self-reflection, connection to faculty in online programs.
Summary
This session describes a virtual check-in model to promote engagement in online courses. Participants will learn the importance of synchronous activities and strategies to engage students that promote self-reflection, connection to faculty in online programs. Special consideration is given to implementing the model in direct assessment programs.
Background
This presentation will help institutions consider innovative ways to support the interaction between faculty and learners.
In credit hour-based programs, regular interaction can be built into the online course as learners progress through at the same time, making scheduled class time easier. The challenge becomes more significant for online programs delivered through direct assessment, where learners progress at their own pace through the demonstration of competency. The specific challenge addressed in this presentation is how to ensure consistent learner-faculty interaction that is documented and relevant to learner demonstration of competency.
The Intervention (offered fully remote)
Faculty in our doctoral programs partnered with teams from academic affairs to create a series of synchronous “virtual check-in” assignments that occurred at three critical times across the course units. Assignment templates and scoring guides were created to allow faculty to tailor the assignment to fit the needs of the course content. Assignments required students and faculty to meet virtually for a short period of time and discuss a specific agenda that is relevant to the course content and upcoming activities. Following the discussions, students documented their learnings and submitted them in a course assignment for the faculty to evaluate.
The virtual check-ins were built into existing courses that did not have a required synchronous engagement with faculty without removing any of the existing assignments in which course competencies were evaluated. Rather, the VCIs were strategically placed within the course to help prepare students for upcoming assignments and because of the documented interaction with faculty served as evidence of regular and substantive interaction, even in courses where learners could progress through course content at their own pace.
Outcomes
Both students and faculty expressed satisfaction with the VCIs and faculty reported no substantive increase in their overall course workload. Since piloting this approach in three courses, virtual check-ins have become a part of the university’s required doctoral research core.
Session Goals:
- Discuss the need for regular interaction between faculty and learners.
- Share ideas to support faculty learner interaction
- Generate ideas for improving interaction in your online programs.
- Discuss the variety of competency based and direct assessment program models.