fbpx

Teach Online With Confidence

Helping Educators Engage More Online Students with Less Stress through Simple Strategies

Dr. Bethanie Hansen 

Teaching Excellence Strategist

#55: Work-Life Balance (Part 2 of 3): Creating Guidance Assets

#55: Work-Life Balance (Part 2 of 3): Creating Guidance Assets

This content was first provided at APUEdge.com. 

Online educators often get overwhelmed by the endless tasks they need to complete like answering students’ questions, posting announcements, grading papers, and engaging in forum discussions. In this episode, APU Faculty Director Dr. Bethanie Hansen talks about the benefits of creating guidance assets to help students self-manage and set expectations, while also helping online teachers manage their high workload. Learn about creating guidance assets like screencasts, video introductions, course announcements, netiquette guides, example assignments and more.

Listen to the Episode:

 

Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher | Pandora

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the Online Teaching Lounge podcast. I’m Dr. Dr. Bethanie Hansen, and I’m pleased to be with you today. Thank you for joining me to talk about work-life balance. This is particularly important because we’re talking about a profession in which we have a lot of work, unlimited possibilities electronically, and often high expectations.

There are growing numbers of online tools that we can look at. We can engage through text, audio, video, multimedia components, apps, you name it. And of course, there’s the learning management system, which can be attractive and overwhelming.

Any way you look at it, teaching online can be a very involved endeavor. So if you’re working online or teaching online right now, chances are that you have considered your work-life balance, and how to keep all of this under control.

As you think about online institutions, moving online, or you teaching online particularly, we think a lot about whether you’re creating the course, or it’s a standardized course you’re going to teach, that somebody else wrote. This can make a huge difference.

If you’re having to create the course, you have a lot of work ahead of you, and it’s best to do that work before you start teaching it. If you’re teaching and creating it at the same time, because maybe you’re in an emergency transition period, you don’t have a choice. You have to figure out how to manage that workload, and keep it efficient and moving forward.

Now, either way, we want quality in the delivery of the course, but we also want to connect with students. The best way to have a good experience teaching online is to have students who want to learn online, and who want to be there with you. You can experience a really high level of intensification.

This is a chronic sense of work overload, over time, and this idea of de-skilling, which is reducing the quality of your instruction into separate steps like grading, posting things, et cetera. And these can feel unrelated to the big picture of teaching your students. Either one of these situations can lead to burnout and poor work-life balance very quickly.

As you’re thinking about all the tasks that you have to do as online educator, I want to help you out today, in giving you strategies to increase quality of life, and work-life balance overall. We want to give you the strength to get through high levels of work, and also meet your students where they’re at, so they enjoy learning from you.

Today, I hope these strategies will encourage you, and help you to better manage your students’ needs, and also give you more abilities to set boundaries that will enhance your focus. When you try out what we’re going to talk about today, you might actually need to stretch outside your comfort zone just a little, and try something new, in order to be more efficient or more effective.

But if you’re willing to do these things and just give them a try, I think they’ll help you whittle things down into a more manageable task and more manageable workload overall. And I think you’ll find that they’re worth the effort, as you go through your career goals, and the goals you have for teaching this particular class that you’re teaching right now.

Let’s look at your increased level of work-life balance by doing one thing as a high priority item. And that one thing today is producing assets that guide students in self-management.

Assets to Help Students with Self-Management

When you think about the most important and most pressing things you do as an online educator, this probably is not at the top of your list. For some of you, I know you think about preventative steps you can take early on to help students with their success.

But a lot of times, we’re putting out fires when we’re teaching online. We’re getting messages, we’re getting questions, we have a lot of engagement we need to follow-up on, and we need to grade things. And we need to do all of this in a pretty timely manner.

That can feel like we’re just running from one task to the next, doing that de-skilling I mentioned before. Thinking about creating things that are a bigger picture, that are going to prevent things in the future, might feel like it’s really out of our reach, because we are just putting out those fires every day.

If you create these guidance assets to help your students navigate around your classroom and know the communication expectations, it’s going to add a whole lot to lowering your stress and helping you manage your workload.

How Can You Proactively Address Student Questions All At Once?

Think about how you can anticipate the needs and proactively address questions that your students have. You can minimize the individual guidance you might have to give every single student once the course starts by giving these strategies to all of the students upfront, before the challenges ever hit.

There was a study in which it was suggested that adults will rise or sink to the level of responsibility we expect of them, a key premise of andragogy, and the assumptions we have about adult learners.

If you use strategies that support your students’ learning, and also give them ways to become self-sufficient, we call this self-efficacy, when they’re doing it, this is going to help you engage your students better, while you allow yourself to balance your tasks and your time more effectively.

There was a suggestion in another study about workload reduction. It starts with anticipating and proactively addressing what your learners’ questions are and what their problem areas might be.

So think about the class you’re currently teaching, and if you were to just start right now, looking forward to the coming tasks that are going to face your students in the coming days and weeks, what kind of methods might you use to give them a heads up about the challenges?

Maybe you’ll send an announcement, at the very least, that tells them what to expect, what to anticipate. Some instructors create sample assignments, just to show what the formatting might look like, or how things will develop from the beginning of the assignment throughout the submission.

If you store copies of announcements and guidance assets you’re going to create, and repeatedly use these things, you’ll want to revise them and update them over time to save you some development time in the future by reusing them, but also keeping them current. If you’re teaching the same course over and over, creating this kind of asset is really going to help you to have the tools at your disposal without having to reinvent them every single time.

If we look at andragogy theory, the theory of teaching adults, this suggests that adult learners are self-directed. They’re going to get greater autonomy as they’re going through the educational experience with you, and with everyone else they’re interacting with.

Because of this, your adult learners are not as interested in being told what to learn. They’re much more interested in having a meaningful influence in the process of learning, all by itself.

When you give them assets that establish your teaching presence and your social presence, and your cognitive presence, from the community of inquiry, you can actually give them some boundaries for you as the instructor, and you can set up these boundaries for yourself. And at the same time, you’re supporting your students in meaningful learning, and helping them be self-directed in what they’re learning, and how they’re learning it.

You can increase your efficiency and your time management when you develop these things in a way that they can be used again and again. I’m going to give you a couple of categories here that will help you take some steps in producing assets that will guide your students to manage themselves, as they’re working in your class.

Prepare Student Guidance Assets

The first area is to prepare student guidance. I’m calling these assets, because they might be documents, they might be videos, but they’re tangible things that you’re going to use and reuse with your students, and continue to improve. When you teach online, this is going to require you to take the role of a mentor, and a coach a little bit more than the traditional lecturer role that some people associate with higher education.

If you’re used to being the lecturer, where you present things to students in a live situation, and now you’ve moved online to where that’s maybe recorded, and you have to do some other things, this can really be a helpful way to branch out.

Preparing student guidance could be something like a brief video, a netiquette guide, a video guide, some kind of document to help students work through their experience with you.

Communication problems happen a lot online, but they can be prevented entirely, if you tell students how you want them to engage in the class and in the discussion forums, from the very beginning. Students really like to know what your standards are, and they like to be able to review the materials you give them as needed.

You can make the brief video or screencast with some narration, where you’re talking on that video, to guide students into different areas of your classroom. The video might be a walkthrough of how to engage in your class, showing them the different places they need to be, like the tab for the assignments, the tab for submitting things, checking their grades, reading the lessons, accessing any lecture that might be there.

You can also use a netiquette guide to guide them in a way that provides the proper tone for the online class, and some expectations you have, before they ever post in that first week’s discussion. Again, this is going to give your students the opportunity to self-regulate, because they know your expectations.

Any of these videos, tips, or other guidance assets can lead your students into really great participation, and these assets can be used as a reference later, if students fail to comply, or don’t meet your expectations. If you need to redirect them, you can offer them another copy of the netiquette guide, or the video guide that you created, and remind them of what matters in that classroom.

Create Video Assets

Now creating video guides doesn’t have to be a challenging process. There are a lot of things out there you can use. You could create a short video using whatever tool exists in your learning management system. A lot of LMSs have video recorders built in. If you don’t have one, you can look up Screencastify or Screencast-O-Matic. Both of these are excellent ways to record the screen while you’re talking.

If you’re really nervous about putting your voice or yourself on the screen, but you know your students want to connect with you, you can also create slides. There are even ways where you can type a transcript, and something can automate a voice that reads it for you.

It’s best to include your own voice, if you can, and your face students who see you feel almost automatic trust for you at a level that is totally different than when they just read your words. When you guide them through the class and help establish your instructor identity, this also builds the trust that helps them endure and persist throughout the class, when they hit hard times.

When misunderstandings happen, students complain a lot less, because they feel comfortable asking questions and reaching out to you. Think about the free options, Screencastify and Screencast-O-Matic. If you want to buy something, there is Camtasia, there’s also Snagit available, both of which are excellent at recording your screen, and allow you to narrate at the same time.

Create a Netiquette Guide

Talking about the netiquette guide, before the class begins, a netiquette guide can give clear expectations about in-class communication that you want students to use. This was something that Dr. Craig Bogar mentioned in Episode 53 of this podcast, and we’re going to hit back on this topic now.

If there are specific forum discussions or assignments that you prefer submitted in a certain format, you can always post a model and explain it, and also talk about the kind of language to be used. Netiquette can apply to the discussion forums, but it can also apply to the way they use academic language in assignments.

Provide Students with a Model Assignment to Reference

You might consider giving a model assignment to illustrate this, and attaching it to the assignment description. You can give examples and guidance as part of your routine teaching, to prep people for submitting the work.

And also, if you find that there’s a concept that people are not understanding when they’re in your class, you can always create a short video discussing it and talking about how it applies.

If you’d like a sample netiquette guide, you’re welcome to click the link in the podcast notes, and you can access a sample guide that I created and used for quite some time in my online teaching. And you’re welcome to use it.

Prepare Announcements in Advance

Another step you might consider is to prepare announcements in advance. When you do this, you’re going to have something ready to go for each week. You can, of course, tailor it as the course progresses.

Something is going to come up that you’re going to realize needs to be added to these announcements. Maybe it’s a current event, or a suggestion based on something a student has said. Being adaptable and flexible is really important, because online learning can sometimes feel like we’ve structured it so well, that it’s not flexible.

If you can be flexible with your announcements, then you can adapt them throughout the time you’re teaching. But developing them in advance of the course is a great way to keep your workload light. If you keep the content of these announcements for specific dates in the future, but don’t put dates on them, they might be appropriate for the next time you teach the course. Again, you’ll want to personalize and modify things, to make sure that they still meet the needs of that course you’re going to teach in the future, and those students that you’re working with at that time.

Depending on your learning management system, you might even be able to set all of your announcements up to auto open on the first day of each week, without having to manually do this every week. If you created tools to guide your students through the assignments, or to help them navigate your classroom, you can also set these up in the announcements area, to publish automatically as well.

These things are going to help you build a positive academic atmosphere, and set the tone in your online classroom. All of this work done in advance sets you up for success, and helps your students feel safe, because they’re guided by a teaching presence who is really connecting with them, and helping them in every way possible.

When you set this positive tone in your online class, and include elements in your course announcements that are friendly and personable, these also build connections with students, whether you’re aware of it or not, and this reassurance helps students feel like their questions will be answered whenever they have them. Generic announcements, really, depersonalize the experience, so try to avoid making them look super generic or leaving off your personal commentary.

Lastly, anything that’s working for you, like guidance assets you might create, screencasts, video introductions of you, course announcements, a netiquette guide, and example assignments, as you review these and keep them updated for the next time you teach the course, you can store these and repeatedly use them, and personalize them each time you return to the teaching.

Tips for Saving and Storing Assets for Future Use

Saving and storing materials you’ve developed will really save you time. This is a huge investment. Creating assets for your students takes a lot of work, and a lot of time. If you don’t have a place to store repeated announcements or forum posts that you would like to reuse, like your introductory or wrap-up posts, you might consider an online storage site.

There’s one called FacultyFiles, and it’s a free resource that allows you to set up course materials storage areas, separate it by class week and the type of the class, set up how many weeks the class is and put these things in the weeks that you’re going to use them, and just use that as a repository for keeping track of your grading rubrics, your forum posts that are somewhat standard, your announcements, and other things you might repeatedly use.

Using some kind of online storage like this one is especially helpful if you have gaps between teaching the course and the next time you teach it, so you can just keep these resources organized and ready.

In closing, I hope that you have gained some tips today for producing assets that are going to guide your students and help them manage themselves. The workload can be very high in online teaching, but when you create these kinds of important guidance pieces for your students, you’ll save yourself a lot of time in the long term as you’re teaching the course.

Your students can be more self-directed, which satisfies them in their learning much more. You can focus instead on the teaching that you enjoy most, and also engaging with your students.

Thank you for being here for part two of our work-life balance, setting priorities series, episode 55 today. Come back next week for episode 56. We will talk about effective management strategies to round out your work-life balance nicely. Best wishes to you in your online teaching this coming week.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge podcast. To share comments and requests for future episodes, please visit BethanieHansen.com/request. Best wishes this coming week and your online teaching journey.

#54: Work Life Balance (Part 1 of 3): Engaging With Students First

#54: Work Life Balance (Part 1 of 3): Engaging With Students First

This content initially appeared on APUEDGE.COM.

Teaching online can be overwhelming and cause a significant amount of work-related stress. In the first part of this three-part series, Dr. Bethanie Hansen discusses teaching strategies to help online educators prioritize their time by engaging students first. Learn about using a Community of Inquiry framework, keeping written notes about students and your interaction with them, and the benefits of using backwards mapping to ensure you’re meeting objectives and connecting regularly with students.

Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher | Pandora

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics, and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics, and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the episode today for the Online Teaching Lounge. We’re in year two of this podcast, and it is very exciting to support you in your online teaching efforts. You’re not alone here. You might feel alone teaching online as it can be very isolating to do that, but we’re here for you and hopefully you’ll get some tools and strategies and encouragement by listening to this podcast today.

We’re at the beginning of a three-part mini-series. Today is part one. We’ll talk about work-life balance and how you can set priorities for your very top priority as an online educator. This will be about engaging with students first.

Next episode, we will talk about work-life balance in setting priorities to produce assets that can guide your students to manage themselves.

And lastly, also in work-life balance, we will talk about setting priorities to use time management strategies effectively, managing your workload.

These three areas are going to support you a lot in your work-life balance. As online educators, we know that we can teach any time anywhere, and it’s very easy for us to have the online classroom follow us to all places that we go and kind of pop into all places in our lives.

There’s been a lot of research done in online teaching, and even though it offers attractive flexibility for you as the instructor, all kinds of instructors out there report high teaching workloads, feeling isolated, having high stress levels, and having generally poor life-work balance.

There’s a lot of assumptions about online learners out there we can use to our advantage, especially when we’re working with adult learners, and those come from andragogy theory. There are also some frameworks that help us as online educators and we’re going to look at the community of inquiry framework to give us some practical application as we’re taking this tour in our three-part mini-series.

We can also look at some areas outside of online education, like the work-life balance theories. There’s been some research done in that area. And then lastly, we can think about the kinds of boundaries that would support your work and simultaneously allow you to focus on your student success as a priority. I personally believe that when you set boundaries in the online classroom and in your online teaching generally by prioritizing what matters most, developing assets to help your students guide themselves, and managing your time efficiently and carefully, you can have better definition to your work. And you can also focus your efforts, which means you’re going to do a better job as an online educator and you might even enjoy it a lot more. So here we go with part one, engaging with students first.

When we think about engaging with students first, there are some things about work-life balance for online employees that also apply to our online educators here. In some of the research done about working online, there was a little collection of strategies people were using to have good work-life balance.

Of course, there were some that were provided by the employers, but those were pretty few. The most successful strategies came from the employees themselves. These are called employee originated solutions. Now, employee originating solutions means that you have the locus of control. You’re the boss of what you do for these solutions, how much you use them and how you manage them. And the most popular employee originating solutions for online workers that were effective, were mindfulness strategies, self-reflection, and meditation. And these could be either prompted by the employer or just come up with by the employee themselves.

These are going to increase your mental and emotional presence in the online classroom and just working online generally. It’ll also increase your mental and emotional presence in your personal life and reduce the interference of work-related stress.

Now, when I say there’s interference from work-related stress, I mean we might be thinking about our online work when we’re not actually doing it. We might have emails pop up that stress us out because we think, “Oh, we have to go online right now.”

Chances are this has happened to you if you’ve worked online very long. It’s pervasive and we think because we can read those messages anytime, we should do it to keep our workload under control. But we don’t realize that when we’re doing those things, the stress is creeping in and we’re feeling all that stress all day long in our personal life too. Before you know it, we think we need to be working all the time throughout the day just to keep the workload manageable. But it doesn’t have to be that way. Really there are a lot of ways we can reduce that stress and create less pressure in our work life.

So thinking about this, we’re going to talk about connecting with our students first. This is going to be the top priority for us as online educators. And I’m going to share just a few tips with you today. Then I encourage you to come back next week for episode 55 when we will talk about producing assets that guide your students to manage themselves.

Understanding the Community of Inquiry Framework

Now let’s look at the framework that is really common or popular in online education, the Community of Inquiry framework. This framework gives us a practical model that we can use to design how we involve ourselves in the classroom. How we engage with our students.

The Community of Inquiry framework focuses on teaching, social, and cognitive presence as priorities. Perhaps you’ve heard of it. If you’re in higher education, it’s very likely that you have. Each of these presences within the COI model, the teaching, social, and cognitive presences, work together in an interrelated way. So they work together in ways where we often are meeting two or three presences all at once through our activities. And we’re going to support our students in their learning experiences by focusing in these areas even more precisely.

Social Presence

Social presence is about the way your learners can engage in a comfortable learning environment and feel supported and trust you as the educator and feel like they can collaborate with others in that environment.

Teaching Presence

Teaching presence is about your ability as the educator to design and facilitate the online class. So what you run and put announcements out there and guide them in their assignments and all of those things is part of your teaching presence.

Cognitive Presence

And lastly, cognitive presence is the way learners can construct new meaning through the process of learning. So that means they’re doing some things that draw the points together, connecting the dots, making even more connections to the subject matter. And you can promote that as an educator in a lot of different ways.

When you are designing and facilitating a course online and you’re thoughtful about connectedness to what the learners need and what they already know, you can use the CoI framework to plan what you’re going to do thinking about your social, teaching, and cognitive presence. This is going to give you a lot of space to prioritize what’s really important and make the best of your time spent in the online classroom.

Now, if you take a thoughtful approach like using a framework such as the CoI I’ve mentioned here, you can plan your activities around those key areas. If you don’t do that, it’s very easy to resort to a to-do list. Maybe we’ve got a to-do list of things to grade, things to post, comments to write, announcements to post.

And when we have that to-do list that’s just a checkbox approach, it’s really easy for us to lose track of the bigger picture, what we’re really trying to accomplish as the educator. The framework helps us to ground ourselves in the goal of connecting with our students, promoting the cognitive aspects of what we’re doing and also helping them get to know us as faculty or as instructors. So our first priority is to engage with the students first.

Engaging with Students First

There are some strategies that will help you engage with your students first. Some of these could be posting and replying early each day in the discussion. Of course reading messages and emails that your students send you early in the day will also help you to address any serious concerns that your students have. This is going to build trust. If you make weekly notes about your students and add some things that you’re figuring out about them, it will help you get to know them better.

You can also use a strategy called backwards mapping and use it to plan your workload. The workload’s pretty high when you’re teaching online. There’s a lot to read and write and grade and a lot of time to spend because when you’re not meeting face to face, you’re going to replace that with a lot of written work and other types of online interactivity. So there’s more to grade, more to do, more to read.

Because of this kind of workload, you want to decide where to start in your teaching tasks. This will help you avoid being overwhelmed and quickly burning out. When you engage with students first as your top priority, this is going to help you establish your teaching presence and your social presence. If you don’t have those two areas when you’re creating your course, when you’re engaging with students, it’s very difficult to bump things up to that next level of cognitive presence to help students adopt critical thinking and really be engaged in the underlying aim of all those educational activities that you’ve planned.

Consider Posting to the Classroom Every Morning

So you might consider starting the day with a post in the discussion forum for each class you’re teaching and responding to all the messages and emails. If you post early in any class you teach every work day, this means you’ve been responsive, you’ve got a presence that is regular, and you’re not going to forget to engage with your students. After all, the more you engage, the more you build relationships and you guide them by teaching them in that subject area.

Most of the institutions with online learning have some kind of expectations of you as the instructor. Maybe they want you to be in the classroom a certain number of days or in the discussion area a certain number of days. There might be some kind of guideline to that where you’re working now or where you’re teaching now.

In my own work, I’ve noticed that if students haven’t participated in the weekly discussion yet, I go in there and post an initial thread with some kind of encouragement to get started in the discussion. Maybe a current event that ties to the topic or something else of interest. This helps my students to just start getting into that discussion and readily engage in the dialogue. So we’ve got the academic community and it’s growing because I’ve created the starter and I’ve also helped them to see me and feel like I’m there helping them out.

This is true when my post asks them to reflect or apply the topic or connect to some kind of current event. These all satisfy andragogy theory and meet the needs of adult learners, and also they build cognitive presence.

Maintain Collection of “Starter” Threads and Written Notes about Students

Now, if you’re teaching the course repeatedly, you teach that same topic over and over again each time you teach this class, you might want to maintain a collection of well-developed starter threads that you can use every time students don’t appear to be engaged. So when you need to start a thread for the week, it’s nice when you’ve already researched one and you can kind of further tailor it for the class at hand and meet the needs of those students, but you’ve got something to start with.

Another tip to engage with your students first is to keep anecdotal records. When you post early each day and you build that priority of instructor presence and connecting with your students, you get to know your students as a priority. You’re applying andragogy throughout your teaching. And when you record notes, typically called anecdotal records, about your students, this will help you keep track of who they are. Especially if you’re teaching a lot of sections with a lot of students, it’s difficult to do this.

Some of them may not have a photo online and it’s difficult to get to know them or associate their name with their work. Keeping a written record of your students and things that you’re learning about them and also who you’ve replied to each week can help you to manage the touch that you want to have with each student effectively.

Your notes might include something like where the students are living, their backgrounds and interests, maybe their academic major, whether they’re in the military or working, whether they’re new parents, and any other pertinent details that you noticed that you care about.

If you write those details down, you can be sensitive in your responses. And when they reach out for extra help, you also have some level of context around who they are and what their situation in life is. Knowing their backgrounds can help you also remember that you’re working with real human beings, not just some names that show up online. This can help you to understand their problems and also their challenges when they reach out to you for special help. They are real. They do care about learning from you and knowing them a little bit better will help you to approach them in a way that lets them know you care about them.

When you connect students’ experiences and backgrounds to what you say in the class, this helps even more to establish your social presence because it helps the students feel known and it also gives you that human element as you communicate with them.

Your weekly student contacts are a best practice because these give you the space to identify any students you haven’t connected with recently or touched in the online class, and you can also determine who has become inactive in the course. You can follow up and reach out to help students re-engage in the class.

Anecdotal records of your contacts with students will help you to vary who you reach out to, who you look for, and who you follow up with, and eventually you’re going to touch everyone and remember the students you’ve taught long after the class has ended.

You might even benefit from using a notepad like EndNote Online or maybe an Excel document where you kind of use a spreadsheet approach. You could put these notations about your students there to keep track of them and even begin with week one when they give you their introduction so you’re just getting to know them.

Whatever process you use, the main goal is to really establish a relationship and keep yourself focused. I don’t know if you’ve had this experience, but I used to go to a dentist who would remember things about me when I hadn’t seen him in six months. I would sit down in that dentist chair, I believe I was 16 or 17 at the time, and he would ask me all about how school was going and different activities I was engaging in. At the time, I thought that man was a genius. Now that I’m older and I understand how those things are maintained, I realized that he was keeping anecdotal records so that he could follow up with me and build rapport. It’s difficult to work on someone’s teeth, as a dentist, if they’re afraid of you. But when you build rapport, trust is created and fear can reduce. That’s my estimation of what happened at the dentist, but it also happens in online education.

The more you convey that you know the student and you’re relating to them, and the more you connect socially by sharing your expertise and your thoughts about what’s going on as well, the more students build trust for you. They’re more than likely to reach out to you when they do have concerns instead of just dropping the class or disappearing and disengaging.

Backwards Mapping Techniques

The last area I want to share with you in this priority of connecting or engaging with your students first is to practice backwards mapping. Now, you might’ve heard this term before. Backwards mapping is something that Wiggins and McTighe came up with in a curriculum design process. The goal is that you’re going to look at what you want to achieve at the end of a class, you create this big picture view of the goals, and then you break them down into smaller tasks that need to be planned ahead of time to reach the goals.

Public school teachers use this strategy a lot when they’re choosing learning goals for their students. And of course, as I just mentioned, plan the desired date, the goals to be achieved, and move backwards to decide when to start the project, when to start the lesson, and when the bigger benchmark measurements need to happen.

Backwards mapping is a great strategy that can be used in planning your online teaching engagement productively. So not only is it a curricular tool, it is also a good planning tool for your involvement and your time management.

You can use backwards mapping to ensure that the requirements or goals you have for yourself professionally as an educator are met on time. For example, let’s just say you’re teaching a class of 50 students. That would be a pretty large class. And if you’re teaching a class of 50 students and you need to respond to everyone at least once during the week, if you’re online for five days of that week, you’ll probably want to make sure you’re connecting with 10 students per day. If that works for you to spread it out that way, then you could backwards map in that way and then on the last day of the week, check in and see if you have met your goal.

You can reply, you can grade this way by backwards mapping your approach to grading as well. You can also backwards map different things like posting announcements, logging in, and doing other follow-up pieces of your online teaching.

Backwards mapping assignments to be graded can really help you anticipate how many documents you’re going to evaluate and how many you would need to evaluate each day to return the graded work in a pretty timely manner and with the expected grading quality that you’re wanting to return to them. Take a look at backwards mapping. It’s a great strategy to help you reduce the overwhelm of the teaching load that you might have when you’re teaching online.

So, in summary, your priorities would be to post in discussions every day, early in the day, as your first priority to connect with your students. So engage with students first. Reply to messages, emails, and students questions before any other task.

Take anecdotal notes about your students from week one forums and throughout the course as things come up. Track the students you’ve responded to or touched each week and then follow up with missing or disengaged students. You can also use these strategies as you’re engaging with students first.

The first one is to set time management priorities. You might use a checklist to ensure that there are things that must be done and that they get done. Plan time for each commitment that you have on a schedule or in some kind of a planner, and then backwards map your engagement and your grading.

When you do these things by setting priorities and following strategies that work for you, you’ll be able to have work-life balance because the work is getting done in a focused manner and at a quality that helps you really connect with students and make a difference in your online teaching.

I appreciate you being here today. Thank you for listening to part one in our work-life balance three-part mini-series. Come back next week and we’ll talk about producing assets that guide your students in self-management. And I look forward to seeing you then. Best wishes this coming week in your online teaching.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

#53: Setting the Tone in the Online Classroom

#53: Setting the Tone in the Online Classroom

When teaching an online class, instructors must work hard to connect with students and set expectations for the course. In this episode, Dr. Bethanie Hansen talks to APU Faculty Director Dr. Craig Bogar about effectively communicating with students. Learn the benefits of publishing a welcome video so instructors can virtually introduce themselves to students in the beginning of the course. Also learn tips on conveying netiquette practices to students and why it’s so important for instructors to ask Socratic questions to enhance critical thinking and promote engagement of online students.

 

 

Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics, and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics, and strategies. Walk with me into the Online Teaching Lounge.

Hello, everyone, and welcome to the Online Teaching Lounge. This is the first episode of our second year of this podcast, and you’re in for a real treat today. We’re going to be interviewing Dr. Craig Bogar from American Public University, and I’m really excited to have Craig with us today. Craig, welcome to the podcast. Can you tell us a little bit about your background, so listeners can get to know you and your connection to online education?

Dr. Craig Bogar: I sure can, Bethanie, and thanks for inviting me today. I’m super happy to be here. And I was a college athletic director at two universities some years ago, and I also coached swimming and track at those institutions, and I also worked as a college recreation and intramural director at one point. And after doing those things for a number of years, I decided to go back to school and get my doctorate, and at that time, I lived in Alabama, near the United States Sports Academy, and I was accepted into their hybrid program, which was on-ground and online.

Start a degree in Education at American Public University.

And once I completed my doctorate, opportunities started to arise and I began teaching online. And I also was serving as the Dean of Student Services at the Sports Academy for a few years, and had the opportunity to teach on-ground courses in both Thailand and the Kingdom of Bahrain while I was there.

I’ve been with American Public University , for the past nine years. I taught part-time online for three years, and then I got the position as Faculty Director for the School of Health Sciences, and that’s what I currently do for the institution. I still live in Alabama, but I live now on the Gulf Coast, right here in Gulf Shores. So it’s good to be with you.

Dr. Bethanie Hansen: It’s wonderful to have you as well, Craig. Thank you for giving us a little bit of your background. Sounds like you’ve had some pretty well-rounded exciting experiences there. I’m curious, how would you have thought of being online long ago before this was really a mainstream thing to do, early in your career?

Dr. Craig Bogar: Wow. That is a great question, and the world as we know it, has changed exponentially in the past couple of decades, and it’s just so hard to conceive of the type of traditional education that we used to have and a number of us went through to get our bachelor’s degrees and onward.

But I think that the key for me, as I said, was being in a hybrid program for my doctoral program, where I got a taste of online instruction and online teaching, and just fell in love with it. And it offers so many different opportunities that one doesn’t necessarily get in the on-ground format, not the least of which is that it’s so much more convenient for students, especially the non-traditional student who may be in the workforce, and might have a family and children, and so forth.

Where years ago, as you recall, if people wanted to either finish a degree or maybe get an advanced degree, they were gone X number of nights a week after they left their job, and they rarely got to see their families, or have dinner with their families, and so forth.

Now with an asynchronous type of online program, as we know, people can do their coursework really anytime, any day. And with us having so many military students, especially in my program where close to 70% of them are with American Military University, they can be students overseas. So it’s really, as I said, it’s a new culture and a new world for many things, not the least of which is higher education.

Dr. Bethanie Hansen: Yeah. Fantastic. Thanks for that. A lot of our listeners have found themselves teaching online for the first time, and of course, we also have a lot of listeners who have taught online for quite a lengthy time, many in higher ed, and in also what you might consider public school ages, primary and secondary, so just to fill you in a little bit about our listeners.

And I know that you have a lot of best practices that you use in working online, but also in working with your faculty. So what is a best practice that you’d like to share with us today to help our listeners be even more effective in their online teaching?

Dr. Craig Bogar: Okay, well, I’ve got a few things in mind, but one thing I wanted to talk about was that we now require our instructors to post a welcome video that students see when they enter a given course. And one of the reasons we’re doing this, is because the welcome video is a great opportunity to provide a personal welcome to students, and of course, meet the university requirement now, but also to acquaint students with the essentials of a course.

And what I have found over the years that I try to communicate to my faculty, is that by the nature of online education, it is remote by nature, and we have to do our very best at what I call “touching” students in every possible way. It’s by greeting students by name when we see them in the course, when they respond in the course and such, and one of the ways, as I said, is this welcome video.

And in the welcome video, there are some things that I suggest, and I’ll just go through a few of them, is one is obviously to introduce yourself to your students and to welcome them, and if there’s a number of a course or description of the course name, to tell them that, and tell the students why the course is relevant to the program. What will this course do for you? I always refer my students to the syllabus, and to make sure they read that, because it includes course materials and learning objectives, and gives students a good blueprint for what they need to do each week in a given course.

I always explain my expectations for student participation. In other words, by what date do they have to make their initial post in the discussion forum each week? How many responses to their peers do I look for? I give them that information.

I tell the students what they can expect from me, and one of the key things in the online format is timely feedback from instructors. Here at APUS, we have a deadline for faculty grading, which is five days after a given week has ended, but I tell my students that, “Hey, this is the deadline, but I’m going to do better than that. You can get your feedback from me, you can get your grades from me before that deadline each week.” So I try to set the tone that I’m going to be doing my best to exceed expectations.

Also in this welcome video, I tell them what I expect as far as plagiarism, or not to commit plagiarism, and I expect them to follow the rules of netiquette. In other words, being courteous to their peers and also being courteous to me. Again, setting the tone, and I want a professional environment in the course, and I try to communicate that to students.

Also in the welcome video, I suggest that faculty mention the degrees they’ve earned, and give a concise description of their teaching experience or their relevant professional experience, because we want our students to know that, “Hey, we are qualified to teach these courses.” Students are very interested in knowing this, for obvious reasons. They want to make sure that the people who are teaching know their stuff. So in the welcome video, this is a great way in which we can give that information to students.

There’s some optional elements. You can tell the students in your welcome video where you’re from, where you live, the institutions that granted your degrees, maybe your hobbies, what do you like to do in your spare time, and any other personal information that you’d like to share.

But knowing that and hearing that, I also suggest that faculty stick to about three minutes for their welcome video. I know that for all those things that I mentioned, it may be a challenge, but after three minutes, I personally believe that we start to lose people’s focus and attention. So that’s just a ballpark estimate of how much time they should use.

I encourage faculty to write a script, and if you’re using a built-in camera, what I do is I position my script right at the top of that window or that monitor, so it doesn’t appear that I’m looking down and reading the whole time from a script.

It’s also good to be mindful of the setting and the background, and to look professional, and wear a solid color shirt or a blouse to make sure you contrast the background that students are seeing. You want to be about an arm’s length away from your camera. You want to not be overbearing in both your physical presence and your volume, so an arm’s length is good to know. And your lighting should be really in front of you, not behind you, so you don’t have shadowy recordings. Last of all, smile when you speak. That’s always something good to do.

Dr. Bethanie Hansen: Wow, Craig, you have given us so much detail and so much great information about these instructor welcome videos, everything from your own practice, to what you’re sharing with your faculty. And I can imagine that not all online faculty are super excited about creating a video to share with their students. So I’m curious, what do you do to help your faculty get in there and actually do this welcome video creation? What works for you?

Dr. Craig Bogar: Well, actually, I really have not had any problems or any complaints from faculty. I think the people that get into the teaching profession are already pretty versed in speaking to groups. I always am available to help folks, but I try to give our faculty as many resources as possible in my weekly communications with faculty, to let them know I’m here to assist them if they need any assistance. But, fortunately, just in our new learning management system, it’s very easy to make a recording. So knock on wood, we really haven’t had that kind of problem, per se.

I did want to go back, Bethanie, and talk a little bit about netiquette as well, and just something that I have experienced or observed over the years. And I go back to my statement before about setting the tone in the course is so important, and for people to be professional, both the instructor and the students towards each other. And I have had some faculty who have had students who have used improper or foul language in a discussion forum, and they’ve come to me and said, “Hey, what do I do about this?”

And where I’ve had an occasional problem in the past, I’ve told students that when I’ve observed that, I say, “Hey, that kind of language, number one, we want to be professional in the classroom,” but that kind of language, especially if it’s a guy to guy thing, I say, “Hey, that’s more appropriate for the locker room, but this is a public forum.

This is a place where we need to be professional. And what I’m going to do,” fill in the blank, “John, is I’m going to give you another chance to repost, to delete your post, and to post again and see if you can do a little better job in meeting my expectations.” And that has worked 100% of the time for me, and that’s the advice that I’ve given to faculty that have come to me for assistance, saying that, “Hey, we can handle these kinds of situations,” and especially for first-time online students, they may not realize that what they say, and they should, but not everybody realizes that this is an academic setting, and we can’t have improper language.

Dr. Bethanie Hansen: That’s fantastic help, Craig, and I appreciate you mentioning netiquette as part of this setting the tone that you also would be doing with your instructor videos. We’re going to take a quick break for a message from our sponsor. Craig, thank you for sharing all that you’ve given us so far, your best practice of the instructor welcome video, and also you mentioned a few things about netiquette. I’m wondering, what do you really want listeners to take away from those kinds of practices?

Dr. Craig Bogar: Well, I think that what I’d like them to take away is that it’s so important to set a tone in an online course as to what you expect from students, and what students can expect from you. And one of the ways to do that is through one’s welcome video that, as I said, we post in the very first week of an online course, it’s what we call the discussion module.

And I use the term “to touch” students in the online format is so important because of the nature of remote learning, that we need to use students’ names, and to be as personable as possible with students.

I think about Dale Carnegie, going back many, many years ago, who was one of the top speakers in the country, motivational speakers, and he used to say that, “The sweetest and most important sound in our language is to hear your own name,” and I think that is still true today. And by using students’ names whenever we communicate them or interact with them in the online classroom, is something that we need to do as online instructors.

One thing that I do is when I meet students, quote, unquote, in the “first week discussion/introduction forum,” if a student has a nickname, I write that down in my little log book, and I want to make sure that I refer to that student by his or her nickname throughout the course. And I’ve even had, on occasion, students in their end of course surveys that we do at our institution say that, “Dr. Bogar referred to, fill in the blank, Mary, by her nickname the whole course, and I thought that was so cool!”

And little things like that can help build relationships with the students that we have in our classrooms. There have been studies about brain activation and how when one hears their own name, how that really stimulates a person’s interest in what they’re doing, and I think the more, as I said, the more we can do that, the better in the online course to facilitate relationships and engagement with students in our courses.

Dr. Bethanie Hansen: Wow, that’s really fantastic, Craig, and I couldn’t agree more. I always notice a person who calls me by my name, and I’m sure students really benefit from feeling connected, as if their instructor knows them personally, especially online. There’s such a divide there, such a disconnect when we don’t do those things. Thanks for all you shared with us so far.

I’m just wondering, are there any other tips or strategies you’d really like to share with listeners today that can help them be even more effective in their online teaching?

Dr. Craig Bogar: Sure. There’s one more area that I’d like to talk about briefly, and that is importance of asking Socratic questions of our students, which really promote engagement in a discussion, but maybe more importantly, Socratic questions enhance critical thinking, by asking these questions of students. As opposed to getting one word answers from students when we ask questions.

Socratic questions, of course, begin with words such as “why,” or “how,” or “what,” so the response tends to be more in-depth and critical. Socrates, I think it was about 2,000 or more years ago, thought that being a lecturer was not that effective, and came up with this method of questioning students. And it’s really, in my opinion, very effective in the online classroom, especially in the discussion formats that we have.

You may recall that years ago when Bethanie, you and I maybe were in on-ground classrooms, you always had students who were a little maybe intimidated by instructors asking questions, or for whatever reason, they were fairly shy in the classroom.

Well, in the online environment that is somewhat anonymous, those students who maybe were reticent about asking questions or responding to questions to instructors in an on-ground environment, they’re probably more likely to be more engaged in the online environment. And especially when instructors are asking these open-ended questions that really deserve students to think critically about a particular topic that may be discussed at one time.

Somebody came up with a quote one time, it wasn’t me, but “Our role as online instructors is really not to be the sage on the stage, but instead, the guide on the side.” And I think that when we are being guides and asking open-ended questions of our students, we’re sort of coaching them along, and we’re mentoring them to think differently about topics and think more critically about a topic at hand. So I just wanted to say that to those online instructors, consider asking these types of questions at every opportunity that presents itself.

Dr. Bethanie Hansen: Craig, thanks so much. That is fantastic advice, and what I really love about everything you’ve shared with our listeners today is that you’ve placed the instructor in a clear spot of forging relationships, building that academic environment, and really focusing there, instead of what we might call the checkbox behaviors of teaching online, when we’re just thinking about what must we do, what should we do? That’s really beautiful, and a place I think we want to encourage everybody to be.

Craig, thank you so much for being our speaker today, our special guest, as we kick off this second year of the Online Teaching Lounge podcast. Any closing thoughts before we wrap things up today?

Dr. Craig Bogar: Well Bethanie, thank you for inviting me. I’ve really enjoyed being here and speaking with you, and I hope the things that I spoke about are going to be helpful to any of our folks online, and this type of podcast I think is extremely valuable for people who are teaching in the online environment. Thank you again, Bethanie, and best of luck with your podcast as you continue your role here.

Dr. Bethanie Hansen: Thank you again, Craig, and to all of you who are listening today, we wish you all the best in your online teaching this coming week. This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

#52: Effective Feedback in Your Online Teaching

#52: Effective Feedback in Your Online Teaching

This content originally appeared on APUEdge.com.

Feedback is an important part of online learning. In this episode, Dr. Bethanie Hansen provides tips and strategies about how to provide effective feedback to students. Learn how to garner feedback based on students’ work, tips on giving effective feedback to help students, and why feedback is a critical part of the learning process for both students as well as teachers.

Listen to the Episode:

Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics, and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics, and strategies. Walk with me into the Online Teaching Lounge.

It is hard to believe it’s been an entire year since we started this podcast, and thank you for being on this journey with me. It’s exciting to finish with episode 52 today, and we’re looking forward to the coming year with plenty of guests, new topics, and a lot of help and support for you as an online educator. I hope you’ll keep with us for the journey, and again, thank you for joining us today and over the past year.

What is Feedback?

Today, we’re going to talk about effective feedback in your online teaching. What is feedback? Well, feedback is the process of taking the invitation to respond. Student’s assignments are a response to what we’re teaching. This gives us some feedback about what they can do with what they learned, and whether they learned anything from us. And our comments to them throughout the discussions can challenge them, prompt them, and help them think in new ways.

Grading online assignments is not just about marking a score, giving a letter grade to your students. It’s one thing for you as the educator to recognize what is A level work and what is not, and how to rate or rank your students on the work they’ve given you.

But it’s something else altogether to tell your students what they did well, where they needed to do something differently, and how they can improve. This effective feedback helps them successfully meet their course objectives, as well as knowing if you have taught them accordingly.

Feedback Can Help Students Improve and Reduce Complaints

With this second type of grading, your feedback is something that helps students improve. It helps them stay motivated and your feedback can even help students perform better on their next assignment. So, why should you care about the quality of grading feedback that you provide?

First, there is the practical reason that when students receive a score or a grade with no feedback to help them, they don’t understand the basis for that grade, they complain. Student complaints can raise your anxiety and stress levels and student complaints take more time to address. They also impact your job satisfaction as an educator, and they are preventable much of the time.

You can prevent student complaints most of the time by communicating well with your students about their work. After all, no one likes to be given some kind of score or rating without the idea of how to fix it or improve, especially if they took the time and really put their best effort into that project or that assignment.

Second, the quality of your grading represents part of your teaching. As an educator, you’re more than just a person who tells other people about the subject matter you teach. Although, sometimes we have this idea that a teacher stands in front of the room and lectures about a subject matter and eager students are sitting there taking notes, drinking it all in. There’s much more to effective teaching than just this idea of lecturing in a one-way direction.

Teaching and learning work together, it’s a two-way street. Whatever your teaching methods are, students provide you with an essay, an assignment, or other items and they help you know what they’re learning, and your feedback is part of that exchange. It’s where you keep teaching and it keeps the conversation going back and forth.

And third, feedback in your grading provides you and your students the ability to adjust on this learning journey together. Your students learn about where they are related to the objectives they need to achieve in your class. And you, as the instructor, learn what you need to do to alter your approach so that your teaching is much more effective.

And as you provide feedback, you can see some feedback to you about your teaching approach and your students’ work. This is really one of the most important parts of revealing your students’ work, and one that we often overlook when we’re teaching online.

Ways to Get Feedback from Your Students’ Assignments

When you’re evaluating students’ online assignments, how can you get this feedback about your teaching? Well, you can review students’ work to identify the ideas you taught and see where they appear. For example, are your students able to comfortably use any of the special vocabulary that goes with your subject? And, do they communicate about the ideas with some clarity? Second, in the work they have submitted, do most of your students seem to be learning what you’re teaching?

Based on your teaching methods and your subject matter, you can look for even more evidence of learning in your students’ work, and you can directly connect their work with the course objectives to determine where they stand in relation to where they should be by the end of the class.

Robin Jackson, who wrote, “Never Work Harder Than Your Students and Other Principles of Great Teaching,” said, “It’s one thing to collect feedback about your students’ progress, but if you simply collect the feedback and never use it to adjust your instruction, then you’re collecting it in vain. The data you receive will give you feedback about the effectiveness of your own instruction.”

It’s important to remember that feedback is information about how we’re doing in our efforts to reach a goal. If we’re teaching other people, we’re putting effort into the goal of educating them. I’ll give you an example of this whole idea in action. When I was a freshman in high school, my chemistry teacher, Bruce Fowler, returned the results of our assignments at the end of a learning unit.

He spoke to us pretty candidly and told us we all failed that assignment. And he realized that he wasn’t really teaching it well, it wasn’t possible for every single person to fail if he had taught it effectively. So, he scrapped his plans for the coming week and he retaught all of that material in a totally different way, and then he reassessed us.

He expressed a lot of care for us as human beings, and he focused on his own continuous improvement in teaching throughout the year. It was pretty obvious, this was a man who focused on feedback for both of us. He gave us the feedback to help us know where we were as learners in our own performance, and he used our performance to give himself feedback about his teaching. Now, this chemistry class was many years ago and obviously not an online class, but we can use the same principle in our online teaching, even if the course is standardized and designed by someone else.

Adapting Your Teaching Based on Feedback

I’ll give you some examples of how this might be done. As a faculty director, observing the teaching of many online educators, I’ve noticed that some instructors adapt after evaluating students’ work by creating videos to address the entire class. And in this whole class feedback, a few of the instructors I’ve seen have mentioned some of the bigger errors students have made in their assignments. Then they give their students additional explanations, guidance, and teaching on those areas to help them adjust so they can move forward for the next unit or topic.

I’ve also noticed some other faculty members have done the same thing in a course announcement, and still, others have added resources and documents with tips, additional information, and reteaching. Whatever the format, you can give your students guidance and feedback to help them understand what they all seem to miss or what a great majority of them seem to miss. And this is a great way to use your students’ work as feedback in your own teaching, and then respond in ways that help your students keep moving forward.

Ways to Give Effective Feedback

What kind of feedback do students need in your grading and your comments? A well-known education writer, Grant Wiggins, shared seven keys to effective feedback. And these keys are:

  1. That it is goal referenced
  2. It’s tangible and transparent
  3. Actionable
  4. It is user-friendly
  5. Timely
  6. Ongoing
  7. Consistent

For online teaching specifically, I’m going to focus on four of these areas today, which are even more important and I’ll share some special ideas with you.

Goal-Referenced Feedback

First, let’s talk about goal-referenced feedback. Goal referenced feedback means that it’s tied to the course objectives. We have some kind of clear goal to be achieved in what students are learning, and when they complete the assignment, it’s tied to this goal. Then the feedback comments we give them about their work while we’re grading it, should also relate to the goal.

For example, if students are supposed to write an argument paper, our feedback might remind them that the argument paper needs to cover how well they take a position and effectively support it with evidence and commentary. And then we’re going to give feedback about the degree to which they did this and how they could do it even more effectively.

Actionable Feedback

Actionable feedback means that it’s concrete, specific, and useful. Wiggins said that effective feedback is concrete, specific, and useful. It provides actionable information, thus “Good job,” and “You did that wrong,” and “B+.” These are not really feedback at all.

We can easily imagine that the learners are asking themselves in response to these comments, “What specifically could I do more or less of next time, based on this information? I have no idea.” They don’t know what was good or wrong about what they did. This includes feedback about what they specifically did right and what they did well. This feedback is objective, rather than your opinion or your judgment of them.

User-Friendly Feedback

User-friendly means that feedback can be easily understood by the person who’s receiving it. It’s not highly technical or confusing and it is focused. Wiggins tells us an example that’s really good at illustrating this: “Describing a baseball swing to a six-year-old in terms of torque and other physics concepts, will not likely yield a better hitter. Too much feedback is also counterproductive. Better to help the performer concentrate on only one or two key elements of the performance, than to create this huge buzz of information coming at them from all sides and at too high of a level.”

Timely Feedback

Lastly, timely feedback. Timely feedback means fast feedback. The sooner our students get the feedback from us about their work, the more they can adjust and improve. If there’s another assignment coming up and students are busy preparing for that, they can’t really do this effectively without getting feedback from the previous assignment. And even more difficult, if several weeks pass before their feedback is received. By that time, they have moved on.

Giving helpful feedback can really take time on your part and it might be a large part of what you do when teaching online, but it’s also still part of teaching, not just support for the grade. So, to keep teaching in a way that helps your students the most, giving timely feedback is essential.

Make Sure Students Receive Feedback

Now, how can you help your students see this feedback and actually stay connected in this cycle of teaching and learning? After getting some feedback about your teaching, through your review of students’ assignments, and then giving them feedback about what they demonstrated in those assignments, the process completely fails if students cannot see the feedback you gave them. And online, it’s entirely possible students will miss your feedback completely.

To help you make your feedback have an impact, we’ll close today’s podcast with some practical tips about making sure your students can find it and how they can keep moving forward because they’ve received this feedback.

Tell Students to Expect Feedback on their Work

First, before the assignment starts, before it’s even launched, give your students help to prepare to complete this assignment successfully. This help might include guidance about what to expect, what to include in their work, and then how to submit the assignment.

I suggest also stating exactly how this assignment relates to the course objectives and how it relates to the real world so students can have more context and more buy-in. You might provide this guidance in a course announcement or in an email to the class. Either way, you want to ensure that everyone receives it.

Announce When Feedback is Available and How to Find it

Second, when you’ve evaluated students’ assignments, send out an announcement to let them know your feedback is available to them. You can include screenshots of where they will find this feedback in your online classroom and what it looks like. If your feedback is outside the platform, like maybe it’s in Turnitin GradeMark viewer, you might even need to include a short video showing them what to click on to get to the viewer. And when they get there, what to click on to make the feedback visible.

Be Receptive to Requests for Feedback

Never assume that students know where to find this feedback. And throughout this whole process, third, always be open to students who reach out, asking for more feedback. As Errol Craig Sull wrote in his faculty focus article on the subject, even if the student’s primary reason for asking is to receive a good final grade in the course, this gives you an opportunity to teach a bit more. So, be sure to respond to the student in a timely manner by email, audio message, or phone.

Sull reminds us that when students ask for clarification or more feedback, it’s not about you or whether your feedback is good enough. It’s about the students being interested in improving their work. If we keep this in mind, we’re going to be able to have the space to respond enthusiastically and not take it personally.

So, there you have it. What is good feedback? What should it include and how do you take this to improve yourself and your teaching, as well as how do you ensure your students find all of this feedback so they can use it and keep learning.

I hope that as you move forward in your online teaching this week, you’ll think about feedback in all of these ways and use one of these strategies to improve your practice. Thank you, again, for being with me for the past 52 episodes, this first year of the Online Teaching Lounge. Come back again for the coming year when we’ll have guests and new topics that will help you continue working and teaching online and achieving balance in your work and life. Best wishes in the coming week and the exciting year ahead.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.