What are some effective ways to support online learners in HE?

A community has to grow and develop and there are many strategies to help foster this. One approach is to identify shared interests amongst learners and actively promote open dialogue and active engagement, whether through text-based chats, interactive games, or live discussions. Additionally, something as simple as encouraging community members to express themselves with GIFs or emojis in response to discussion prompts can be an excellent icebreaker and a catalyst for deeper interactions!

One thing that I have learned about assigning group work either in f2f or online classes is that we need to give students instruction in collaboration and project management before we can expect them to be successful at it. I have students complete a survey about work preferences, and I put together groups based on similar work habits and interests. Students often approach groupwork with such low expectations that they are often surprised at how productive and enjoyable they can be. Having such good connections grow through collaboration is especially important in online classes.

Provide communication channels and guidelines for how students can reach out for help. Accessible course materials including lectures, readings, and assessments including those with disabilities. Schedule regular virtual check-ins or office hours where students can ask questions and discuss any challenges they may be facing. Besides that, provide timely and constructive feedback on assignments. This helps students understand their progress and for improvement. Flexible learning paths, allowing students to progress at their own speed. Remember, the most important thing having online learning support is ongoing communication and a responsive approach to the unique needs of each student for maintaining mental health and well-being.

Creating a sense of community in courses is particularly crucial, as online learners often face feelings of isolation and disconnection. This is especially relevant in the context of STEM education, where hands-on experiences and peer interactions are integral. To address this, consider incorporating collaborative group projects that mimic the lab partnerships found in STEM labs. Use video conferencing for virtual lab sessions, discussion forums for sharing data, and peer reviews for enhancing critical thinking and problem-solving skills. Encourage students to share their experiences and insights related to hands-on lab work, as these interactions can create a community where they feel engaged, supported, and motivated.

As an instructor and CRM manager, it crucial to optimize the online learning experience and establish a comprehensive user base platform comprising various entities like advisors, teachers, alumni, IT, registrar, bursar, and more. This platform should enable online learners to connect, collaborate, and share resources, fostering a strong sense of belonging and community. Additionally, factors like mobile accessibility, course materials, clear instructions, assessment expectations, flexibility, and active participation in online discussions should be prioritized. Ensuring engaging course content with ample opportunities for learner interaction is also essential. Integrating platforms like Twitter and LinkedIn will tap into the user bases.

Clear expectations and guidance are essential for online learners to succeed, especially in STEM subjects where complex concepts and hands-on experiments are involved. In addition to universal course design, ensure that the instructions and examples used for lab experiments are detailed and easy to follow. Use rubrics to clarify expectations for assignments and assessments, making the grading process transparent. Regular communication and updates are critical, particularly in STEM, where lab schedules are essential. By providing clear guidance and ongoing support, you can reduce student anxiety and ensure students have what they need to be successful in your course.

Before COVID, I actively participated in virtual university committees and forums focused on implementing a virtual learning environment. During these discussions, I emphasized that most higher education institutions would continue using their existing systems until circumstances forced them to adopt new approaches. When COVID struck a year later, the majority of students faced challenges accessing their classes and the university environment. However, the instructors who had integrated platforms like Twitter, LinkedIn, WhatsApp, and Pinterest into their teaching methods were well-prepared. Through this integration, these instructors were able to connect with existing user bases and extend their influence across multiple platforms.

Recent research shows that 60% of students would choose programs at a different institution if their preferred one did not offer their program online-. Flexibility has become vital, especially as student needs have broadened. This shows itself even more in the STEM fields where students may have varying access to lab equipment or technology. To cater to these differences, use a variety of multimedia, including video demonstrations of lab experiments. Offer both synchronous and asynchronous options, allowing students to participate in real-time lab sessions or access pre-recorded material at their convenience. This flexibility ensures that students can adapt their learning experience to their unique circumstances and preferences.

From the STEM perspective, active and authentic learning is essential, and practical application is central. Online STEM courses can incorporate active learning by including virtual lab simulations and hands-on labs that require students to analyze, synthesize, and apply their knowledge. Consider incorporating real-world scenarios or problems. Provide constructive feedback on their work, mirroring the kind of guidance students might receive in a physical laboratory setting. This approach ensures that online students actively engage with the course material, fostering a deep understanding of the subject matter.

Inquiry and reflection are cornerstones of critical thinking in higher education, and they are especially valuable in STEM fields. Encourage online STEM learners to question assumptions and explore topics in depth. Implement discussion forums where students can engage in constructive debates and peer reviews to assess each other's work critically. Additionally, foster a culture of reflection by using journal assignments and self-assessment tools, allowing students to evaluate their learning process and outcomes. These practices develop students' metacognitive skills, making them better equipped for success.

I have found that asynchronous students benefit from required video meetings with the professor periodically. They are not that hard to schedule if you are open on your own times, and it is worth it to do so, even if that means a few inconvenient for the instructor meeting times. It reduces the number of students who radically fall behind and drop the class. It also reduces errors, as often those conversations allow students to ask questions that are harder to formulate in a discussion board post or email. Sometimes they discover questions while talking! They do not have to be long. Usually less than 10 minutes, sometimes even 5 for the second or third meeting. But there connection and clarity there!