Module 4: Engaging Student Learners

Engaging Student Learners



There are many tools that distance education formats use to engage learners. These tools are constantly being developed and they are advancing quickly. The content of online learning programs use tools such as online databases, streaming media, and e-books. An example of an online database would be Academic Search Premier. This data base provides a variety of resources for a variety of topics. There are so many different tools that is very important to use the correct tools for the correct task according to the article by Durrington, Berryhill, and Swafford (2006).

Collaboration tools that are now being used in online learning programs are wikis, blogs, and chat forums. These tools allow students to communicate and collaborate with each other about their current studies. Students often learn from each other which makes this portion of learning critical.

Communication tools may be the most important tools when engaging learners. This is because there must be communication between the instructor and the student as well as among the students. Without effective communication there is not a positive learning environment and it can often become difficult for students to succeed. There are many different tools when it comes to communication. A few of these tools are email, skype, discussion boards, and classroom cafes. It is most important for the instructor to be open, respectful, and communicate effectively with his/her students.

References

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

Module 3: Assessing Collaborative Efforts

Collaborative work in a distance education program is a challenging task for not only the university but especially the professor. It is often difficult to create a sense of community and a collaborative environment without the face to face interaction. Students do not know each other at all in an online classroom and it is often very difficult to be required to work with each other to complete a particular task. However according to Siemens (2008) , it is critical to have a collaborative community in distance education and in corporations in order to build knowledge and achieve tasks.

Participation needs to be assessed to ensure that students are doing their part in the collaborative assignments. If I were an instructor, I would suggest that the students be assessed by looking at their amount of communication between group members and their amount of input on the assignment. The students have varying amounts of knowledge and skills particularly in a distance education program, but as long as each individual puts in a sufficient amount of communication and effort into the assignment they should be graded the same.

If a student does not want to participate or collaborate with the group members it is a difficult situation for the other group members and the professor. However, if it is considered part of the assignment and the student chooses not to participate, their grade should reflect it. Group members should just go on without that person and do their best to complete the assignment. The student who has chosen not to collaborate or participate in the assignment will not receive credit because it is part of the class and it is failing to complete an assignment.

Resources

Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc.

Storyboard for Video Presentation of Motivating Adult Learners

Engaging the Adult Learner Storyboard

Rachel Bell

Walden University

Dr. Glenn Shepherd

Introduction- 30 seconds

•      A voice clip asking open ended questions will begin this video while showing graphics. For example,

–  -Are you looking in to continuing your education for an advancement in your job?

–  -Is it difficult to become motivated to do this?

–  -Are you a current adult learner that is not engaged in the classroom environment? Are you finding yourself bored and confused in what exactly the instructor is talking about?

Issues of Engaging the Adult Learner- 2 minutes

•      This segment will begin with a reenactment of an unengaged adult learner in the classroom.

•      Then there will be evidence from research studies explaining why this issue exists in today’s society.

•      Finally, there will be a short interview with the adult learner from the reenactment scene describing what he thinks the issues are that exist in today’s society with adult learning and engagement.

 

What can we do to correct this issue in today’s education? 2 minutes

•      This segment of the video will begin with an interview of another adult learner that is enrolled in a distance education program. Examples of questions being asked are:

•     What do you find to be most difficult in your studies?

•     What would you change to make your  learning experience more enjoyable?

•      Then there will be some solutions stated that research has suggested to correct this issue in adult learning.

•      Finally this segment will end with a short interview asking different adult learners opinions on if these solutions will correct the issues present in today’s adult education programs.

Conclusion- 30 seconds

•      This video will conclude with a short clip of adult learners actively engaged in the classroom.