درگیر کردن و ایجاد انگیزه در دانشجویان-2

 
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[MUSIC] >> This episode explores ideas for actively engaging students in online
learning. We discussed the importance of creating a
collaborative learning environment. The role of the teacher in effectively
facilitating student interaction. Strategies for motivating students when
they're not participating very well with their
peers. And how to encourage a sustained level of participation in collaborative
online activities. >> Education can be very lonely. A student is, is just a receive a whole
load of course materials and start wading their
way through it. It's not very engaging. >> The role of academics is now designing, learning environments that
engage students. If I'm saying that engagement is the holy
grail, I better be engaging in ways that they enjoy, not
that I'm used to. >> I think the notion of teacher presence in an online environment is
absolutely critical. I can't underscore that enough. >> If you want to be successful at it,
you, you need as a teacher to have students sensing
your presence there. >> It was important for me to indicate to
students in a variety of different ways that I was engaged and
interested in what they were doing. >> You have to be there, you have to be
paying attention to what they're saying. And what I find is if you do that
effectively in the first two weeks, the rest takes
care of itself. You've established the benchmark that
you're expecting. >> Teacher presence is a very important
part of the socialization of students into
online learning, and it's not that you were there for dominating and telling the students what
to learn. It's that you're playing that role of the
guide on the side. The person who's there to help the
students along, but not to become the one they rely upon. >> The best way of learning is to actually
form a community. It's to share information. >> Some students are shy, like for example, international students or
non-english speaking background students. They're shy to speak up in face to face
interactions. >> What I found that was students that had quieter voices in the classroom,
flowered online. >> I'm not going to talk to everyone face
to face, but online we're kind of a bit less scared to
have our own opinions. >> Online learning environments are really
democratic. So, I try and embrace that social element
as much as possible. >> If there are 500 million users in
Facebook, and there are so many billions of, you know,
YouTube videos. And I saw opportunity to be able to use
these same set of tools in teaching to make more engaging if
you like for the students. >> By drawing them out using these social
networks then I think that, that builds not just an online learning environment, but an online
learning community. >> I think it has actually helped them to
learn from each other, plus to open up a little bit in
this online environment. >> They feel that, they know the people
that they're working with. They know, they are no longer isolated
learners in the world. >> So if you share you learn more, you get
different views. So it is basically global learning. >> You needed to give them enough rope, to
be able to engage when they wanted but also ensure as a teacher
you are responsible for their learning. >> If I felt for instance that, you know, some students weren't participating
actively what I would do is privately or offline contact them and ask
them, where there was anything I could do to
facilitate greater involvement. Or I'd post general comments to a message
board and make positive comments about how
things were going. >> In terms of the way that the students
perceive that the comments that they make and the the interaction that they're involved with interests other
people. And I think if you see the value in that continuing conversation, then
students will keep on engaging. >> When someone responds to what you've
just said, it makes you feel included and that is what
spurs me on. >> I think there are ways of keeping
students engaged with online learning. They need to perceive there to be a value
of them being online, engaging other students, and you can create that value in different ways, you can tie it to
assessment. That's a very simple way of making sure
that students perceive a value, because they're going to get a mark
at the end of it. It's quite a cynical way potentially, but
it is a useful way. >> You probably have to have some participation marks involved, because
otherwise students may not contribute as much as you
would like them to. >> One of the really important things
about engineering the kind of momentum is about establishing
ground rules. I think, often with online dialogue. People aren't sure what the conventions
are. >> I set very specific criteria about what
I expect, that I expect them to log on and post something for each
topic at the bare minimum. Then, I have levels of criteria to show
what a pass level of engagement would look like, a
credit distinction and high distinction. For example to, get a high distinction,
you have to post multiple times, reflect on other
student's contributions. Offer up your own suggestions as well as,
synthesize the whole topic. >> What students have said, was that they were able to see themselves and others
differently. >> You never meet these people. And yet, you feel that you've developed
almost a friendship with them by the end, which is
great. >> Normally, you only meet once a week. Here, you can be there everyday, if you
want to, and I do want to. [BLANK_AUDIO]

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