Fostering+Class+Participation

Encouraging Class Participation

In comparison with face to face courses (f2f), online coursework offers more opportunities to engage discussions that utilize the higher level cognitive skills than f2f (Levenburg and Majors, 2000). The lack of social cues, though, can impede effective online instruction. “Establishing a form or rapport or relationship online is far trickier than f2f. Not only do participants miss out on any forms of cues” (Hughes, et al 2002).

I. **Introduction**

According to the literature there are a number of underlying assumptions regarding collaborative learning. First, we assume that knowledge is created through interaction and not simply transferred. Secondly, learning needs to be student-centered and thirdly, the teacher’s role is that of facilitator, developer and provider of the learning space, whether that occurs in the physical face-to-face setting or through the use of online learning environments (Dixon & Dixon, 2008).

Learning online is based upon online discussion between learners, between the learner and the facilitator and interaction by each learner with the content (Vonderwell & Zachariah, 2005). Therefore, online discussion, which is influenced by the way that people interact with the discussion and how discussions evolve over time, is of paramount importance. Learner participation is key to active and engaged online learning. The development of a sense of community amongst learners helps to encourage the learning process. The guidance of the instructor in the development of online discussions is critical to successful outcomes. Human learning is a highly complex activity that moves beyond simply the acquisition of knowledge to the level of calling for a new response (Everett, 2009). When people take in new information learning might be said to occur when they store, integrate retrieve and are able to utilize the information they receive. In order to promote higher-order thinking (or critical thinking as it is sometimes known) Everett (2009) suggests an online learning environment would have to offer challenging activities that are based in something the learner already knows, so that they can link the new and old information and use their metacognitive abilities to create new patterns of action. So it is not the technology that influences the quality of learning, but the content (Everett, 2009). Effective participation amongst learners occurs when a deep understanding of the material is developed through sharing and critically evaluating one’s own work and that of others and where connections are made (Ho, 2002) According to Everett (2009) the computer is the vehicle (Everett, 2009), the content and the design issues that present models, simulations and allow for interaction between students and the content are the key to online learning. Earlier authors have referred to this as ‘high authenticity’ and it is only reached when students have high levels of interactivity with the faculty and their peers that the online learning environment can reach its potential (Everett, 2009). It is of paramount importance that the instructor assures early student participation //en mass//, since students often fail to return to the discussion board if participation of peers is light (Yuen, 2009). One respondent to Yuen’s study (2009) responded: “//I don’t think that the online discussion was very useful since not many people posted things often and I don’t check that often”.// Another student in the same study reported: //“After you checked it a few times and found there was no new posts, you just abandon it.”//
 * __a. Importance of Class Participation__**


 * __b. Techniques employed__**

The learning process is one in which interaction between the teacher and student takes place in a conversational framework. Effective online coursework features ongoing and substantive interaction between the instructor and the student and amongst students as well. When participation is regarded as voluntary, students will often believe that they don’t need to engage with others online (Yuen, 2009). The literature states that having the student feel engaged in an online class can be challenging. Therefore, what can an instructor do to make the student feel more a “part” of a class? One method is to use podcasting. A study by Bolliger et al (2010) investigated students’ levels of motivation with the use of podcasts in the online environment. The overall findings indicated that students were motivated by the use of podcasts in their online classes. Students agreed that the material delivered with podcasts was important and relevant. They liked the organization and presentation of information, and they took the use of the podcasts seriously. Many instructors used the podcast files as a supplement, perhaps to appeal to students with different perception modalities. Whatever the reason, using podcasting in an online class is one way that an instructor could motivate students to learn in the online classroom. Females reported a higher level of attention and felt that the content presented in the podcasts were more relevant than males. Some of the study participants felt that having the podcast helped them to better understand a particular concept that they couldn’t quite grasp. By listening to the podcast, they could understand more clearly the assigned task.


 * c__. Difficulties in encouraging online participation__**

Although most educators acknowledge the value of active participation in the classroom, achieving success in eliciting it appears to be more difficult. The challenge is for online teachers to attract students to the discussion areas of the course and initiate the mechanism for encouraging students to both participate ad to serve as an audience for postings on the various classroom boards (Yuen, 2009). Participation must be regarded as being more than a simple frequency or total number of postings (Vonderwell & Zachariah, 2005), so understanding the issues that influence participation on the online class venue is essential for designing powerful learning environments. It has been reported (Vonderwell & Zachariah, 2005) that learners fall into three distinct types of functioning, in an online environment. Students may be thought of as “Active Participants”; “Lurkers” who read but don’t post messages; and “Shirkers or Parsimonious Participation learners”. It may be possible that students take on a persona or a different role based upon how successfully they are able to adjust to the amount of new information (both in content and in technology) and at what point they decide that the effort expected from them is overwhelming (Vonderwell & Zachariah, 2005). Vonderwell and Zachariah (2005) report on a previously published finding that indicates patterns of learner participation are influenced by the following (Vonderwell, 2004, p. 31): > > > > > Some students reported to Yuen (2009) that they resented being forced to write online and engage in discussion groups. Students have reported feeling anxious, resistant, and resentful of the expectation that they contribute to the group (Yuen, 2009). The perceived role of the teacher had a determining importance to students who widely believed that the instructor should take a leadership role in leading discussions and should provide a high level of feedback to students.
 * Technology and interface characteristics and student experience online
 * Content area knowledge and experience in student’s background
 * Student role given to them by instructors designed to create positive group dynamics
 * Instructional tasks given to them to complete, and
 * Level at which they perceived they were experiencing an information overload

__a. Technique and evidence__ //i. Interface Design: Correct design of the interface will reduce student confusion and increase// //active participation (//Vonderwell & Zachariah, 2005). > > > > > > ii. //Cognitive Load: The capacity of a student’s working memory may influence their ability to successfully participate (//Vonderwell & Zachariah, 2005). > > > iii. //Student learner interaction// > > > iv. //Assignments must be relevant (Everett, 2009):// > > > > v. A Variety of //Communication opportunities are provided (Everett, 2009):// > > > > vi. //Feedback:// > > > vii. //Class Lectures and Content// > > > > viii. //Instructor// > > > > > > > viii. //Presentation//. > **III. Analysis** While there is clearly an effect on student experience influenced by technology; issues related to technology do not impact student learning and engagement as much as faculty participation and faculty leadership skill. **IV. Conclusion** As reported by Steward, Goodson & Miertschin, 2010) online teaching and learning is in a state of dynamic change and evolution (Bonk, 2009). More research on the topic of student motivation is needed to reach conclusive and generalizable standards for what constitutes "good enough" teaching and facilitation in an online mileu.
 * II. Techniques**
 * Determining and clearly explaining expected levels of participation, acceptable modes of communication upfront and providing timely constructive feedback (Ho, 2002)
 * A design that is visually well organized can help enable a coherent and meaningful participation
 * Multiple threaded discussions help keep content and participation manageable
 * Duration of threads needs to be controlled by the facilitator
 * Faculty must be present and seek to help students sort out any technological barriers to learning (Everett, 2009)
 * Provide scaffolding or structure to online discussions. Highly structured frameworks within online discussions enable educators to encourage and guide students in their discussions. (Ho, 2002)
 * Participants must be able to notice when topics change and engage in a line of inquiry that is developing among peers.
 * Students need to be prepared before entering the content of the course to utilize technology, and the interdependence created by learning in an online community.
 * Consistent monitoring by faculty of student participation and patterns of participation can help instructors identify student needs and scaffold learning accordingly.
 * Developing a learner centered approach that encourages student to develop autonomy, independence in their study habits and take personal responsibility for their learning(Mason & Kaye, 1990)
 * Establishing the element of trust between the students and their peers and also between the instructor and the student. (Cramphorn, 2004)
 * Creating an atmosphere of social presence whereby students can communicate socially and emotionally in a community of inquiry. (Dixon, et al, 2006)
 * The chat room keeps the focus on assignments
 * Helpful tips are given on how to complete assignments
 * Real life connections are made
 * Required writing assignments allow student to test their understanding of the material.
 * Faculty must encourage participation in online chats and discussion board by every student.
 * Offering both voice and written communication options allows every student a way to improve a range of communication skills.
 * The Instructor must be involved in the chat and discussion boards
 * The instructor must provide a safe and positive environment in which students can communicate
 * The instructor needs to provide feedback several ways: through chats, on the discussion board, on written assignments and so on.
 * Instructor feedback must be __quick and meaningful__ (Everett, underlined)
 * Assessing participation by assigning grades for participation is controversial. Davis(1993)and Lacross and Chylack(1998) insist that warding grades for participation is counterproductive to facilitating good learning outcomes although neither provided empirical evidence to support these claims. Yuen (2009) on the other hand concludes that participation amount, frequency, and depth must be graded.
 * Lectures must be relevant to the study material
 * Assignments should be varied and not all the same
 * The assignment list must be organized so it is easy to comply with directions
 * The design of the online activities is key to motivating students to participate (Yuen, 2009).
 * The instructor must be prepared to assist students, whatever comes up.
 * Provide virtual “hand holding” to the digitally challenged
 * The instructor must be patient
 * The instructor should provide positive feedback to students
 * The instructor should provide lecture notes
 * Instructors must respond quickly and consistently and be available
 * Instructors must give guidance.
 * The instructor should offer additional tools and resources to aide students.
 * The instructor must acknowledge the diversity of participants’ backgrounds and interests.
 * Allowing students to make a presentation for the class enhances participation and learning
 * REFERENCES**

Bolliger, D., Supanakom, S., Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. __Computers and Education__ 55 (2010). Cramphorn, C. An Evaluation of Formal ad Underlying Factors Influencing Student Participation within E-Learning Web Discussion Forms (2004) accessed on November 15, 2010 at: [] Davis, B. (1993). //Tools for teaching//. San Francisco: Jossey-Bass. Dixon, R., Dixon, K., Axmann, M. (2008) “Online student centered discussion: Creating a collaborative learning environment”. Retrieved: [] Feichtner, S., Davis E. (1984) “ Why some groups fail: A survey of students’ experiences with learning groups” Journal of Management Education, 9, 4, 58-73. Everett, D. (2009) Factors That Influence Transfer of Learning From the Online Environment. ISECON v26. No. 2322 (refereed) found on November 16, 2010 at [] Ho, S. (2002). Evaluating students’ participation in online discussions. Proceedings of //AUSWEB02 the// //Eighth Australian World Wide Web Conference//, Twin Waters Resort, Sunshine Coast Queensland, July 6-10, 2002. Hughes, S., Wickersham., L., Ryan-Jones, d., & Smith, S. (2002) “Overcoming social and psychological barriers to effective on-line collaboration” Educational Technology & Society, 5, 1, 86-92. Lacoss, J., & Chylack, J. (1998). What makes a discussion section productive? //Teaching Concerns//, Fall. Levenburg, N., & Major, H. (2000). Motivating the online learner: The effect of frequency of online postings and time spent online on achievement of leaning & goals and objectives. Retrieved from: http://as1.ipfw.edu/2000tohe/papers/Levenburg/levenburg.htm Masters, K., & Oberprieler, G. (2004). Encouraging equitable online participation through curriculum articulation Mason, r. & Kaye, T. (1990). Toward a new paradigm for distance education. In L. M. Harasim (Ed), //Online education: Perspectives on a new environment// (pp. 15-30). New Yor, NY: Praeger. Muirhead, B. (2002). “Promoting online interaction in today’s universities and colleges.” USDLA Journal, 16(7). Stewart, B., Goodson, C., Miertschin, S. (2010) Global Students/Global Faculty: A Model for Success Factors in the Use of Off-site Faculty for Online Instruction. Journal of Online Learning and Teaching. Vol. 6. NO. 3. Found online on November 16, 2010 at http://jolt.merlot.org/vol6no3/stewartb_0910.htm Vonderwell, S., Zachariah, S., (2005). Factors that Influence Participation in Online Learning. Journal of Research on Technology in Education. International Society for Technology in Education. Found on November 16, 2010 athttp://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ728902&ERICExtSearch_SearchType_0=no&accno=EJ728902 Yuen, A., Liping D., Fox, R., Tavares N. (2009). Engaging Students with Online Discussion in a Blended Learning Context: Issues and Implications. ICHL, LNCS No. 5685. Pp. 150-162. Found online on November 16, 2010 at: []