learning

Student Satisfaction with Online Learning

/ Ritamarie Hensley / Leave a comment
Person sitting on a sofa looking at a laptop.

Starting in 2020 with the COVID-19 pandemic and the need for social distancing, schools all around the world began to convert their traditional face-to-face courses to an online format. In most cases these courses were offered in the same timeframes with the same rules as the face-to-face courses that they replaced.

While many of these converted courses were successful, they tended to focus on just finding a new and online way to present course material to students. At best these courses were hybrids, and in many cases weren’t designed to be permanent replacements for face-to-face learning. As we look back at the massive pandemic-motivated shift to online learning, we decided to take a look at how some of these courses chose to address student satisfaction and student success. Here is what we found.

As many instructors quickly turned their face-to-face courses into online courses, students found themselves feeling isolated. Class participants stared at a screen with pages and pages of material, poorly constructed videos, and little to no interaction with the instructor or peers. Students were essentially left to their own devices to learn the material, take a test, and show their understanding. Instructors tried to make-up for not seeing students through email. They wanted to stay in contact with their classes, yet students found their in-boxes bogged down with messages, assignments, and links to lectures. Since participation grades could not exist anymore, instructors added more assignments to the syllabus. All of this became overwhelming for both instructors and students.

In a regular face-to-face course, students could receive answers to questions immediately; however, when students had a question in an online course, answers were often delayed because of the asynchronous format. Or, if a synchronous format existed, many felt awkward answering over Zoom; it just seemed unnatural. These courses caused feelings of isolation and  increased student anxiety And, with little to no interaction with others, students had no way to cope.

Attending school face-to-face created bonds with fellow students organically. The regular every day or weekly routine of attending class naturally generated conversations between students. Whether they discussed the next big assignment or the next big game, students had many opportunities to meet and talk. So, how does this interaction get created in distance learning?

It has long been a belief that online courses are not as effective as face-to-face courses; however, we discovered that when courses provide optimal course design and a sense of community, students were satisfied and learning outcomes were met. According to a study on distance education from the University of South Carolina, students found that the success of an online class was determined mostly through the ability to communicate with the instructor and other students. Students revealed that they found activities that allowed for ample opportunities to work with other students met their needs for both learning and socialization.

While the pandemic continued to soar and it became inevitable that distance education would need to continue, instructors made changes. As they became more adept at teaching online and creating courses, they were able to find ways to increase student engagement. They intentionally added activities that focused on building trust and increasing interaction between students. This type of engagement is easily done with synchronous courses. Instructors can hold class discussions and send students into breakout rooms for more interaction. Activities can incorporate small group projects where students meet to discuss and complete the assignment. All of these activities can be done when classes meet regularly. Teachers can still get to know their students, and students can get to know their peers.

However, instructors who lead asynchronous courses have more of an uphill battle when trying to create an online course with opportunities for students to work together and meet with the teacher. Many students love the flexibility of an asynchronous online course. They can create their own schedule for learning the information as long as they follow the deadlines for assignments.  They don’t have the stress of getting ready for school or attending classes early in the morning. Yet, many students discovered that the lack of a set routine and regular meetings with others made learning the material difficult. Their motivation was lacking without the required attendance. Both students and teachers were not satisfied with the lack of interaction despite the appeal of flexibility.  So, instructors had to create opportunities for engagement throughout the course. This interaction may have included small group assignments, video messages between students, and even a scheduled Zoom meeting.

Another concern was the technology curve that many faced in distance education. For online courses to work for both students and teachers, new technology had to be incorporated into the classroom. Learning how to use Zoom or Microsoft Teams was one of the first hurdles, but it didn’t end there. Instructors had to find ways for students to interact and show understanding through Flipgrid, Kahoot, Softchalk, Canvas and so many more. Once the technology was learned and utilized, courses became more interactive, which satisfied to some extent, the students’ need for socialization.

Overall, distance learning has been a forced experiment for many. Students who used to take their face-to-face courses for granted have a new appreciation for attending school. Yet, instructors and students are meeting the challenges of online courses and many are discovering the benefits. Student success and satisfaction vary from student to student and course to course, yet with the ubiquity of distance learning, courses will continue to evolve and hopefully meet the needs of students.

Math Mastery

/ Ritamarie Hensley / Leave a comment

Photo by Karolina Grabowska on Pexels.com

How to make math part of your child’s everyday world.

Children at an early age utilize mathematics in their everyday life. They compare quantities, find patterns, and share an equal amount of cookies with a friend. Math helps children make sense of their world, and once in school, it helps them with other subjects as well. Beginning to teach math concepts to children at an early age helps them develop critical thinking and reasoning skills. These skills are the foundation for success as they progress in school.

Math is not about rote memorization and worksheets. Math is the world your child experiences each day. Open-ended and playful exploration encourages children to solve problems in real situations, so it is up to you to help them experience their everyday, math world. When you make the situations meaningful for your children, they will gain a deeper understanding of number, quantity, size, patterning, and even data management (Grossman, 2012). For example, it is easier to understand what the number 8 means when applied to a real-life task such as finding 8 books to read or placing 8 blueberries in each of three bowls.

Children need to feel confident in their mathematical skills. This confidence will follow them throughout school and life. Everyone knows that children who are not reading at grade level by 3rd grade are fated to struggle academically throughout school. However, did you know that the predictor of later academic success is based on early math skills? A 2007 study demonstrated that early math concepts, such as knowledge of numbers and ordinality, were the most powerful predictors of later learning.

Parents may feel uncomfortable with the idea of teaching math skills. However, children are already using these skills to explore the world around them. So, you can begin teaching math concepts everyday, and the easiest way is to begin with play. Through songs, puzzles, and games, you can enhance their understanding of math.

Purposeful Play

Children learn through playing, so take these opportunities to show them math skills. As children play with blocks, you can ask, What can you do to make the block tower taller? Then have them create a pattern with the blocks such as two yellow blocks, one blue, two red.

How many cars did you use to make that train? Can you add (or takeaway) three cars to the train?

You can create counting games when you go to the grocery store. Your child can help you pick out 7 apples and 6 oranges. They can then add all of the fruits together. They can also count how many people are in line at the checkout counter and determine if one line has fewer people than another line.

You can discuss measuring the length of a piece of string and then have your child cut out 5 pieces of string of the same length, or for additional learning, have your child cut each string a certain amount longer than the last.

Children are often fascinated by variations in size. They get excited about the enormity of a skyscraper and the tininess of a ladybug. They naturally look at the size of the amount of ice cream in their bowl and compare it to their friend’s bowl. Their curiosity with comparisons fosters a curiosity with units of measurement.

According to Douglas H. Clements and Julie Sarama, authors of Learning and Teaching Early Math: The Learning Trajectories Approach, measurement is the best way for young kids to learn about math; it can help develop reasoning and logic. Measurement also helps to connect geometry with numbers. This learning will help ready your child for future and more difficult math problems.

These simple ideas demonstrate some of the fun and everyday opportunities parents can use to incorporate math into their child’s world. It’s important to remember that the ability to count can sometimes just be rote memorization. It’s great for children to learn how to count, but do they really understand what the number means? With purposeful play, you can turn counting into addition and subtraction.

Speak Math

You can talk math anytime and anywhere. Have conversations where children can compare which object is bigger. You can count out the number of forks you need to set the table. You can discuss the temperature outside and decide whether it is too hot or too cold to go out.

You want to take the conversations beyond just rote counting. While at dinner you can ask your child to compare items on each person’s plate. Ask, “Do we each have the same number of green beans on our plates? How many more green beans do I have than you have? Are there more strawberries on your plate or in the bowl?”

You can also give children problems to solve. Explain that we have 7 people in our family, but I only have 4 spoons, how many more do I need so that everyone in the family gets a spoon? From there, you can give different word problems. For example, I have 4 spoons on the table, 7 people in the family, but your brother will not be here for dinner, so how many spoons do I need for dinner? These basic math problems can be changed and made more challenging depending on the age of your child.

As a parent, one of your most important roles when teaching your child math skills is to help build their self-efficacy. Self-efficacy is the belief in an individual’s ability to succeed at a task. When children are positive about learning and feel that they can succeed, they are more likely to be successful. So, encourage your child every chance you get. Make math learning fun and your child will develop the necessary skills to succeed in school and in life.

References:

Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: the learning trajectories approach. Routledge.

Grossman, P. D., & Colburn, J. C. (2012). Capillary Electrophoresis Theory and Practice. Elsevier Science.

Stipek, D., Schoenfeld, A., & Gomby, D. (2012). Math matters: Even for little kids. Education Week.

Learning Stations

/ Ritamarie Hensley / Leave a comment
Student at computer.

Learning stations expose students to a variety of activities that address the needs of multiple learners. Teachers who use this strategy empower and engage students because it accommodates all learning styles. Learning stations provide student choice, differentiate to meet students’ learning needs, and get students up and moving. 

Many teachers are hesitant to use this strategy because of the needed planning upfront and the reliance on classroom management. However, learning stations (also called learning centers) reach more students because if planned correctly will run smoothly and engage more students.

You can incorporate learning stations in your classroom in multiple ways. The most basic method is to first choose a topic or focus for the lesson. Then, develop various activities related to the topic. The activities should consider the various learning styles within your classroom. So, some activities are visual, some auditory, and others are hands-on and so forth.

Next, set-up your classroom with six to eight stations depending on the number of activities you created. Each station contains information about the topic, directions for the activity, and any necessary materials needed to complete the station.

Once the activities are created, and the room is set-up, gather students as a whole group to give background knowledge about the topic, an overview of each station as well as the expectations for time and behavior.  Typically, you will answer questions about how many students are allowed at each station, time limits, what students should do when they are done, and if you allow talking.

You may ask students to complete 3 of the 6 stations, or you may require students to complete all of the stations. However, you should create a time limit for each station to help students move along, experience various activities, and not get bogged down with just one lesson. 

You will want to give students reminders about time as the class progresses. Sometimes students really enjoy one particular station and want to have more time, so you will need to determine if you will allow this, or if they need to move to the next station.

Before calling time and telling students to choose their next station, have a brief whole class discussion. Students can share new knowledge, make connections to the larger topic, and promote the activities at the stations. When students hear their peers speak highly about a particular station, they are more willing to try it.

Depending on the complexity of the stations and your class schedule, you may continue stations into the next class period or more.

Another method for learning stations is to create packets that correspond with different levels of students. For example, each station would have a set of three packets. Each packet is progressively more difficult. Before beginning stations, you would place students in groups according to their academic level. You would have group A, group B, and group C where group C is the most advanced. As students progress through the different stations, they would open the packet that corresponds to their level and begin working. You may choose to tell students what each level means or not. For some students, knowing their level helps them work harder to improve, and for others, it bruises their self-esteem.

Whichever method you choose, learning stations provide differentiated instruction that meets the needs of various learning styles and levels.

Cooperative Learning

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Photo by George Pak on Pexels.com

Cooperative learning is a strategy where the entire class is broken down into smaller groups. Whether the goal of the lesson is to understand a new concept, improve skills, or accomplish a task, students work cooperatively to augment learning through peer to peer instruction. Cooperative learning is more than just group work; it emphasizes skills in interdependence and personal responsibility.

For cooperative learning to be successful, each member of the group must contribute in order to meet the goals the teacher establishes. The goals of the lesson can be accomplished through various activities such as discussions, reciprocal teaching, and problem solving. Almost any activity works with cooperative learning as long as students cooperate to meet the teacher’s expectations for the lesson.

Before beginning cooperative learning, teachers decide the size of each group, the goals to accomplish, the roles of each group member, the amount of time necessary to complete the goals, and the method for assigning members to groups. If working in-person, It is also necessary to arrange the classroom in such a way that groups are not seated too closely. Once the classroom is set-up and the decisions are made, teachers can begin teaching the lesson and explaining the task each group must complete.   

Heterogeneous groups work best, yet there are many ways to populate groups.  If the task requires critical thinking or difficult concepts, teachers may choose to mix students with regard to particular skills needed to reach the lesson’s goal. Teachers may also consider random grouping where students choose their own members, or groups are formed according to proximity. The size of the group depends on the assigned task; however, groups typically range from 2 to 6 members.

For cooperative learning to be a successful instructional strategy, students must understand the social skills associated with working together. For example, students should share ideas, refrain from speaking over another student, and show respect to each member of the group. So, along with students understanding the task given to the group, they must also understand how to work as a group. Teachers should review some of the social skills involved when working with others before group work begins.

The challenge with cooperative learning is keeping students focused and on-task. Since cooperative learning involves communication and collaboration, the classroom can be noisy. However, noise can be students working together or students socializing. The teacher’s role is to monitor groups. Circulating the classroom, collecting in-process documents, and spending time with each group will abate off-task behaviors.  If teaching online, teachers can pop-in to breakout sessions or ask to be invited to scheduled group meetings.

To avoid students dominating the group or not participating, roles can be assigned to group members. There are many possible roles including: timekeeper, project manager, editor, and educator. Yet, assigning roles is not necessary for cooperative learning to be successful. It is usually done if students are new to cooperative learning or lack the necessary social skills needed for success.

Once the assignment is complete, group members should be given time to reflect on the effectiveness of their group. Reflections can be written or discussed. Students may be asked to  respond to open ended statements such as: 

I helped the group with…

The best part about this group was…

Next time, I would change…

What I liked most about this group was…

What I liked least about this group was…

When done correctly, cooperative learning maximizes learning and helps students understand how to work with various personalities and apply skills in communication and collaboration.

Inquiry Based Learning

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Inquiry Based Learning (IBL)

In inquiry-based learning (IBL) the teacher is a guide and facilitator who helps students identify and answer questions through projects and opportunities. IBL emphasizes an open learning model where students grapple with information and experiences to create meaning. A classroom with a focus on IBL helps stimulate student engagement and encourage responsibility in one’s own learning.

For IBL to be successful, you must create a climate of inquiry where enthusiasm for learning is evident, so it is up to you to show your passion and excitement for the topic you want students to explore.

It is best to scaffold lessons rather than diving into inquiry-based instruction. For example, begin with a structured inquiry where you determine the question and the direction of the exploration with the entire class. You would instruct and set expectations throughout the entire process.

The next phase would be a controlled inquiry where you choose the topic and questions as well as the resources, but the students work to discover the answer to the question. A final summative assessment determines students’ understanding.

In a guided inquiry, you will determine the questions and students work their way towards finding resources that lead to a final solution and product. The students have more choice and freedom in this model; they will determine the final product that demonstrates understanding.

The most open form of IBL is free inquiry, where students choose the question or questions as well as the resources and final product or solution.  They create the learning activities and summative assessment to show their knowledge.

Although there are different ways to create a classroom of inquiry, a good place to start is with students asking questions. You must first model how to ask appropriate questions. Begin by explaining to students the difference between open-ended and closed-ended questions. To teach students how to ask questions, you must first set a focus or topic for them to consider. Once the concept is explained, allow students to begin asking questions about the topic of the lesson. All of the questions should be written down on the board exactly as they are spoken, and statements should be rephrased into questions. Students may ask as many questions as they’d like.

Once the question phase is complete, students can choose questions that are the most interesting to them. These become the essential questions for the project. Although there is not a specific strategy that comes after the question phase of IBL, you have many options. You might give students access to research materials, provide a video or reading passage, or conduct an experiment. You want to guide students in the direction that will help them answer the questions they want to explore, and eventually they will be able to find resources on their own.  As students build critical thinking and problem-solving skills, it is important to work towards a goal of knowledge and understanding while remaining true to the students’ line of inquiry.

The goal of IBL is for you to create a culture of learning where students question, explore, discuss, synthesize, and evaluate.