Learning at a distance has proven to be effective when certain characteristics are properly incorporated within the course structure. Modern learning management systems (LMS), such as iCollege, have evolved in order to better facilitate learner engagement. This facilitates a important requirement in addressing the needs of the student, as well as an essential need for faculty presence.

Online teaching and learning, although distinct, offers similar traits to traditional face-to-face classroom instruction. In order to be effective, certain characteristics must be present. One important factor is to offer a strong instructional presence as it relates to student engagement and interaction, in order to limit isolation and inevitably frustration both from an instructional perspective as well as for individual learners.

The University offers a wide array of resources that support student engagement. What is student engagement? This topic, as it relates online teaching pedagogy, can be defined as; The Art of finding ways to show presence without actually being physically present. An important role for the online educator is to address specific instructional needs with resources that are available in order to increase student-student as well as faculty-student engagement and interaction.

Methodologies used to address isolation and disconnection as it relates to online teaching and learning.

Two primary approaches:

• Observation: (reading e-mails, discussion posts, viewing content lectures and documents)
• Application: (posting to discussions, writing e-mails, taking quizzes—particularly those that provide feedback).

Internal/External Learning Tools

• Within iCollege
• Linked to iCollege (plugin)

Asynchronous/Synchronous Communications

• Discussions

Email

• Web Conferencing

VoiceThread

• Record content from webcam
• Upload media, documents
• Voice Record (telephone, microphone)

Kaltura

• Upload video content etc.

Camtasia video content (interaction/quizzing)

• Develop lecture videos etc.

Personalizing your message

• Replace Strings
• Intelligent Agents

Utilizing best practices when incorporating multi-media content is of enormous importance. This was true 25 years ago, and it is as true, or even more relevant today. There is lots of research which suggests that using too many elements can over-stimulate the human mind in adverse ways. This is commonly referred to as (Cognitive Load Theory) and it is I think a core element of addressing this topic. At minimum, specifically with regard to using video and other forms of interactive content, we have to be careful as to not overwhelm students/learners with too much information in order to prevent cognitive overload. One basic strategy has to do with the use of video content. Twenty years ago, or so, it was common to share video content with students with little consideration for the length of the video and the human ability to consume (non-entertainment based) data and information in the form of instruction, lecture, etc. I’m not sure why. Video has been used in higher education for a long time. Early stages of distance learning (before  learning management systems like iCollege, Canvas, etc. were introduced), used video as a primary means of sharing information. It was not uncommon to record and share entire class or lecture sessions of an hour or more with students for asynchronuse review. At some point, maybe 15 years or so ago, it was suggested and became common practice, that videos should not be more than 20 minutes. Later it became 15 minutes and at some point, in the last 10 or so years, it has become more pedagogically acceptable to break content down into smaller (chunks) of no more than 5 or so minutes.  Now, I’m not sure if this is a reflection of how students have become less focused or what, but It’s clearly had a more positive impact on a learners ability to retain information, long-term. Video-based lecture materials work best when the content is broken down into sub-sets of a topic that can be more easily identified, accessed and consumed by learners!

Of additional importance is ensuring that multimedia content is accessible to all students, including those with disabilities. GSU has gone through great lengths to provide a high-level of support with regard to meeting this most important requirement, not just at the state level, but as a federal requirement. We have a full-time Accessibilites Specialist on our team, Dr. Spring Brennan, who coordinates these activities. In addition to the Mastering Online Teching course, we also offer a Mastering Accessibilities course that covers Universal Design for Learning (UDL). Look for email announcements for any upcoming events and course offerings.