How can you personalize online learning to increase engagement?

Online learning must always be self-paced. Since it’s online, it should be flexible enough to accommodate all kinds of learners. It has the advantage of including multiple learning resources which can cater to different learning styles. The pace should also be wide enough so that even slower learners can finish it within the slotted time limit. With the sudden emergence of AI, online learning can reap the benefits of AI by intuitively changing the pace, content and core of learning depending on each learner’s response. Although this seems far-fetched to be 100% accurate as of now but online learning models can definitely be developed on these lines.

Encouraging students to explore their identities, including their cultures, backgrounds, stories, and interests, can be pivotal. Understanding oneself is challenging, and teachers face the complexity of grasping these aspects for all students. My approach is leveraging techniques like Ikigai, helping students uncover their passions through demo lessons and tailoring course segments to their needs.

Modern technology makes it easier than ever to transform content into various formats. My personal approach involves recording teaching lessons and crafting podcasts from the video recordings. I then extract transcripts to create detailed guidelines. At the beginning of the semester, I introduce task representation, followed by two pin-up sessions. The rest of the sessions are devoted to free individual consultations. In an effort to enhance engagement, this semester, I'm planning a group exchange workshop, fostering collaborative learning where students guide each other's work.

Don’t only differentiate teaching and learning activities. Differentiate assessment. Allow students to choose from a variety of assessment options, e.g., taking research and an outline to submit a paper or a video presentation. This allows students to demonstrate mastery in a way that is meaningful to them! Using discussion boards with the option to submit a video or art on the prompt instead of just written posts has increased my engagement and student satisfaction!

Adaptive learning is a powerful tool that exemplifies the difference between online and in-person education. In traditional classroom settings, instructors may face challenges in providing individualized attention to every student. However, effective in-person education should also prioritize differentiation by tailoring teaching methods to meet the diverse needs of students. While online learning offers adaptability, it's equally essential to remember that, in both contexts, differentiation is key. Whether in a virtual or physical classroom, recognizing and addressing the unique requirements of learners is crucial to creating an inclusive and effective educational experience.

Actually there is no ?online learning“. ?Online“ does not make a difference that makes a difference in learning. This pedagogical approach misses the target, because it‘s always about teaching & delivering, about didactics, methods, stick and carrot: a mix between behaviouristical fantasies and ?content logistics“. That does not hit the target when we talk about learning. And: you cannot personalize learning because it is one of the most personal phenomenons ever. You can and will over & over try to personalize teaching, and that‘s what it‘s ALL about in this business, but not learning.

Feedback is definitely essential for online learning. In addition to the ways listed, we can insert mini-quizzes and mini-worksheets within the video lectures. This helps with learner engagement because it forces them to respond before moving forward, and it also makes them DO something rather than passively listen--it activates student-centered learning. Feedback for students is essential, but feedback for instructors is equally essential. We should not fall into the trap of assuming our courses are always excellent because we write them. The review system is one way to elicit feedback, but it's public. Another way is to give an end survey about how they liked parts of the course, e.g., delivery of content.