Support Student Success

Online and Blended Faculty

You can support student success in your online/blended course:

  1. Provide frequent, timely, helpful, and positive feedback.
  2. Pinpoint and positively call out specific things in student work.
  3. Be helpful and encourage students to do the right thing.
  4. Raise questions that make student really examine their ideas and what they are studying.
  5. Be accessible.
  6. Be present.
  7. Be timely in your interactions and with your feedback.
  8. Offer supportive comments, compliments, and encouragements.
  9. Pose challenging questions.
  10. Encourage self-reflection and evaluation.
  11. Encourage peer evaluation.
  12. Provide opportunities for students to make choices in course assignments that allow them to relate them to their real lives or to use their skills and interests.
  13. Encourage high levels of helpful interaction between students.
  14. Encourage peer support and peer interaction and collaboration in the course to address and alleviate the sense of isolation online students feel.
  15. Maintain high expectations and communicate them to students.
  16. Provide a course schedule with assignments and due dates to make planning and time management easier.
  17. Use the grade book make student self-monitoring of progress in the course easier.
  18. Use SNAPP and Starfish to identify students at risk and take preventive action.
  19. Provide exemplar/model assignments.
  20. Create an environment where students feel they have access to you, their classmates, resources, and help - and where their questions can get answered.
  21. Recognize and acknowledge student success, effort, and accomplishments with course work, life challenges, and with technology used in the course.
  22. Draw student attention to how the skills they develop in your course and the material they learn will be useful in their real life and will help them be successful in the future.
  23. Encourage and reinforce the need for managing time well.
  24. Ask students for clarification to prevent misunderstanding.
  25. Provide opportunities and online course space for non-course related interactions between students.
  26. Make sure students know how to get technical help. Recommend that they get help immediately and early.
  27. Provide students information on tutoring services (e.g., SmarThinking or http://openstudy.com) or where students can go to get help with their writing (campus writing center).
  28. Reassure students that they can be successful in your blended course and give them tips on how (for example, collect stories from and suggestions from past students in the form of advice for future student).

 

Proactive questions for faculty to use on a  “just-in-time” basis—at the moments when students could use the prompting most. Helping student know not just what is to be learned, but how.

  • What is the topic for today’s class?
  • What will be important ideas in today’s class?
  • What do you already know about this topic?
  • What can you relate this to?
  • What will you do to remember the key ideas?
  • Is there anything about this topic you don’t understand, or are not clear about?

 

Helen Askell-Williams of Flinders University in Adelaide, Australia. Source: http://mindshift.kqed.org/2012/03/do-students-know-enough-smart-learning-strategies/

Table 2 Traditional and adapted self-regulated learning (SRL) strategies used by online learners.

 

 

SRL Strategies

 

Traditional

 

 

Online Adaptations

 

Forethought

Goal setting & planning

 

Calendars and organizers; self-imposed deadlines; chunking work

 

 

Daily log ons; coordination of online and off-line work; planning for tech. problems

 

 

Performance & Self-Observation

Organizing & transforming instructional materials

 

Structuring the learning environment

 

 

 

Help-seeking

 

 

 

Self-monitoring & record-keeping

 

Note taking; outlining; underlining or highlighting course texts; graphic organizers

 

 

Reducing distractions; relaxation techniques

 

 

 

Phone, e-mail, or personal contact to get help from instructor or peers

 

 

Charts and records of completed assignments and grades

 

 

Printing out course materials and discussions; off-line composing and editing of postings; sorting discussion threads

 

Finding fast computer and Internet connection; creating a psychological place for class

 

Accessing technical expertise; peer contacts to reduce loneliness; Web-based helpers; using student postings as models

 

Multiple back ups; tracking reading and writing for discussions; frequent checks of online grade book

 

 

Self-Reflection

Self-judgment

 

Self-reactions

 

Using checklists and rubrics; using instructor comments and grades

 

Success based on academic performance

 

 

Using audience of peers to shape discussion postings

 

Success based on technical, social, academic performance

 

 

Self-Regulation in a Web-Based Course: A Case Study, Joan L. Whipp and Stephannie Chiarelli retrieved on 10.20.11 http://institute.nsta.org/scipack_research/self_regulation_in_web-based_course_case_study_etrd.pdf

 

Goal-setting and planning.

As an online student it is easy to become a procrastinator and feel as though you have all the time to get things done. It becomes even more important to make sure that one sets goals and plans when taking courses in a "blended" learning environment where there are both online and face to face activities to accomplish and in which to participate.

 

Successful blended/online students report that they:

  1. Focus on careful time management.
  2. Use traditional goal setting and planning aids such as calendars and organizers to plan the timing of course activities and juggle multiple academic, professional, and personal demands.
  3. Feel the need to be in the course on almost a daily basis “to see what . . . new things are going on,” to check out responses to their postings.
  4. Loggin into the course at least 4–5 times each week.
  5. Spend time off-line planning what they are going to say.
  6. Really thinking things out before posting/responding in discussion.
  7. Plan to spend the first couple of days of the weekly course modules for checking the course schedule, printing out needed materials, and doing the required readings.
  8. Spend the first couple of days of each course module as it opens checking the course schedule, identifying what is due and when, printing out needed materials and doing the required readings.
  9. Compose responses offline.
  10. Have a plan for inevitable technical problems and allot extra time to deal with technology especially at the beginning of the course, e.g., setting earlier deadlines for assignments to build in a time buffer in case something goes wrong.

 

 

Strategies:

  1. Daily logons.
  2. Coordination of online and off-line work.
  3. Anticipation and planning for technical problems.
  4. Use of a course calendar for important course dates and assignments.
  5. Use of automated calendaring for important course assignments, events, tasks.
  6. Use of smart phone features or web apps to assist with time management.
  7. Selection of course projects that have immediate real-life relevance.

 

 

Organizing & transforming instructional materials

Successful online students focus on the task and optimize their performance by systematically managing and rearranging their instructional materials to improve their learning. As a student in a "blended" course it becomes even more important to be organized and develop strategies to manage the materials used and created in both the face to face and online environments.

 

Strategies:

  1. Take notes.
  2. Outline.
  3. Underline.
  4. Highlight and write in the margins of texts. Highlight and write in the margins of texts. Use online highlighting/notation tools to mark up online materials.
  5. Print out, sort and mark up discussions.
  6. Print out and mark up course materials, readings, and assignments.
  7. Compose and edit discussion posts off-line.
  8. Sort discussion threads.
  9. Leverage web2.0 services to manage, organize, and optimize instructional materials.  

 

Structuring the learning environment

In an online course students are in unconventional settings for “class” – work, home, computer lab, library, etc. Students in a "blended" course have both the unconventional and the conventional learning environments to deal with. Successful blended students structure and arrange their settings to make learning easier.

 

Strategies:

  1. Create a psychological time and place for the online part of class.
  2. Create a consistent schedule to attend and work on both the f2f and online components of the course.
  3. Self impose rules on interruptions, breaks, and time frames.
  4. Set up a quiet area in home to “go to class.”
  5. Have food/drink available for breaks.
  6. Use public computer labs/spaces at times when there are not a lot of people around.
  7. Find/schedule time on a fast computer and internet connection at work/computer lab.

 

Help-seeking

High achievers are distinguished by their use of teachers and peers as sources of social support. Students that use a variety of self-regulated learning strategies tend to seek help more frequently than do other students. Students in "blended" courses have a variety of ways to access their instructors and peers for support and to get help. Successful students in "blended” environments can help themselves by asking for help from instructors and using classmates for support.

 

 

Strategies

  1. Seek help to clarify expectations on assignments.
  2. Check on progress.
  3. Collaborate with others on assignments.
  4. Get feedback on writing drafts from peers or family.
  5. On and offline interaction with instructor.
  6. Get frequent and timely feedback from instructor.
  7. Access technical expertise in a timely way.
  8. Seek and offer technical assistance from/to classmates.
  9. Contact peers to reduce loneliness and to keep motivated.
  10. Use the course bulletin board to connect with classmates.
  11. Access peers for help.
  12. Use web-based help sources.
  13. Use the web to clarify concepts and terms from course materials/readings.
  14. Use peer posts as models.
  15. Use models of exemplar assignments posted in the course.
  16. Compare work or work in progress with that of classmates.

 

 

Self-monitoring & record-keeping

Monitoring refers to student- initiated efforts to record events or results. Successful online students regularly calculate their grades, and keep paper and electronic records of completed assignments. Students in "blended" courses have both online a paper ways to track grades and assignments.

 

Strategies:

  1. Back up discussion posts in multiple ways.
  2. Monitor reading and writing for online discussions.
  3. Frequently check the online grade book.
  4. Use features in your LMS to monitor course progress.
  5. Take extra precautions and monitoring the technical aspects of completing and submitting assignments/posts, e.g., after submitting a post, check to see if it was posted and in the correct location.
  6. Save all submissions on computer or disc.
  7. Compare numbers of submission posts/comments/replies with fellow classmates.
  8. Track what posts have been read/unread.
  9. Leverage technology and the web to autosave and store course work.

 

 

Self-reflection   

Self-judgment involves self-evaluating one’s performance and attributing causal significance to the results.  Self-reactions include level of satisfaction and inferences made about how one needs to alter self- regulated learning strategies in future efforts to learn or perform. In a "blended" learning environment students have unique access to online peer interactions and frequent reactions from classmates in discussions to add input to their own self-reflections, as well as face to face opportunities for interactions. Successful students think about how they learn, what they have learned, how they can apply what they have learned in new contexts, and what contributes to or hinders their learning, so they can take actions to improve their outcomes.

 

Strategies

  1. Use assignment checklists/rubrics to make judgments about their performance in assignments.
  2. Use instructor feedback and grades to gauge progress in course.
  3. Use self-reflection strategies such as self-evaluation and peer feedback to assess performance.
  4. Use an audience of peers to shape their discussion postings.
  5. Use continuous feedback from peers to make judgments about the quality of their own work.
  6. Use continual feedback to help make sure you understand and are on the right page.
  7. Use the number of comments received on a post as a measure of effectiveness.
  8. Feel pride in contributing something substantive to the discussion.
  9. Use peers to add incentive for continuous self-evaluation of discussion postings, e.g., taking extra care to reread and edit posts submitted for discussion and thinking about their classmates that will read the posts.
  10. Leverage web 2.0 technologies such as blogging to build self awareness and to keep metacognitive reflections.

 

Self-efficacy

Students that consistently use SRL strategies believe that they are competent, efficacious, and autonomous. Instructors can support student self-efficacy by creating a supportive online learning environment where students can:

  1. Observe others successfully using SRL strategies.
  2. Get helpful feedback on their own strategy use.
  3. Experience success with particular learning task.

 

Online students worry about:

  1. Potential procrastination.
  2. Being misunderstood.
  3. Missing social contact and interaction.
  4. Their technical expertise.
  5. Their writing skills.
  6. Their ability to be successful in a fully online course.

 

Strategies

  1. Early access to tech support.
  2. Early success with the technical demands of the course.
  3. Develop technical competence, so they feel less dependent.
  4. Develop tolerance for technical issues.
  5. Develop the ability to troubleshoot technical problems.

 

Goal orientation

Successful online student tend to focus more on learning progress than on competitive outcomes – mastery, rather than performance goals.

 

Strategy

Develop projects that have immediate real life relevance.

 

Interest

Discussions and interaction influence motivation.

 

Strategy

Provide opportunities for discussion, interaction, and collaboration throughout the course.

 

Attributions

Students self-reflect and make judgments that attribute their level of success/achievement/performance to their ability or level of effort.

 

Strategies

  • Feel empowered to adapt learning strategies for a better outcome in the future.
  • Feel that effort is the primary reason for success.

                                                      


NGLC SUNY Blend Project  Revised: 3.28.12     

Adapted by Alexandra M. Pickett from Self-Regulation in a Web-Based Course: A Case Study, Joan L. Whipp and Stephannie Chiarelli retrieved on 10.20.11 http://bit.ly/HfxbXt  

Creative Commons Attribution (CC-BY)  http://creativecommons.org/licenses/by/3.0/

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Created by Alexandra M. Pickett Aug 19, 2010 at 11:52am. Last updated by Alexandra M. Pickett Jun 23, 2015.

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