Category: EDUC 4151

I work in the Teaching and Learning Centre at Emily Carr University. At the moment my learners are both students and faculty. I work with faculty to develop online courses for visual art and design students. Due to COVID-19 there are other variables to consider when developing courses for students. Some of the students are located in BC while others are located throughout Canada or internationally. For this reason, I have to be aware of the difference in time zones, access to web materials (some students in China need a VPN to access course material). In addition to student’s location, I need to consider accessibility in my courses. This includes student’s bandwidth, internet connection, living situations (roommates, kids etc.) and how these things may impact the student’s level of engagement online.  One of the things I have done is started to develop ongoing conversations with students in the student union and with out teaching and learning student mentors. These conversations help inform me on specific things students are struggling with when it comes to online learning. It also gives me insight into aspects of online learning experience that I might not be aware or have overlooked.

Some signs that a student may be struggling in our online courses are:

1. Not attending synchronous activities.
2. Low to no engagement in synchronous and asynchronous activities.
3. Not completing assignments on time.
4. Not demonstrating knowledge of the course content.

In order to identify and connect with students who are struggling, I have included the following in my course plan.

1. Check-in with each student. In this check-in, I tell the student about course expectations and also inquire about any questions or struggles they may face. For example, what time zone they are in, if there are specific times of the day that work better for face to face activities, some concerns they may have.
2. Include micro-assessments throughout the course. These may be in the form of mini-quizzes, reflections, blog posts, or forums.
3. Ask for feedback. I ask for feedback on the course and how it could be improved. I receive feedback from students in the course and also students throughout the school (from the student union and our teaching and learning mentors).

Throughout EDUC 4151 I hope to add to these strategies for identifying student engagement. I also hope to build my relationships with students and faculty, in order to identify ways to support students through out their online learning and the pandemic.