Abstract
Asynchronous, online learning provides many benefits, including convenience and flexibility. However, challenges exist that manifest themselves in self-reported difficulties with focus, and time-management. These challenges can be exacerbated by technology limitations, and lack of engagement by the learning community and have the potential to result in a limited sense of belonging. Therefore, it is important for instructors to develop formative assessments that not only capture student learning and provide opportunities for clarification and correction, but also build community. A novel discussion strategy was implemented in an upper-division, asynchronous, online course (Summer 2020). Students were assigned to synchronous discussion groups of three based on schedule availability. Instructor-authored questions were provided based on weekly content; conversations were recorded by groups and uploaded to the learning management system (LMS). Files were reviewed by the instructor who provided tailored feedback. After the semester’s close, students were invited to complete an adapted version of the ASPECT survey, a measure of student perspective in an active learning classroom, to evaluate the synchronous discussion requirement. Although sample size was quite limited, survey responses and student evaluations correspond with instructor insights which suggest that discussion sessions improved student learning outcomes and increased sense of community. Conclusions: Implementing targeted, synchronous activities designed to reinforce course learning objectives while providing a learning community can improve students’ perception of their own learning and provide beneficial social connections and a sense of belonging, while maximizing the flexibility required in online learning.
Presenters
Alyssa HarbenProject Manager, Sustainable Packaging Coalition, GreenBlue, Virginia, United States Laura Bix
Assistant Dean and Professor, Michigan State University
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2021 Special Focus - Transcending Social Distance: Emerging Practices in e-Learning
KEYWORDS
Peer Discussion, Formative Assessment, Learning Community, Sense of Belonging, Asynchronous
