BY DAY 6
Respond to at least 2 of your peers who have chosen a different scenario than you. Add to the conversation by asking a follow-up question or by identifying an additional strategy to use in that scenario.
LINDA
Scenario 4: Excessively Absent involves a student named Mac who always meets the minimum attendance requirements but never submits to the discussion forums and has yet to turn in the first project. Atherton et al. (2017, 120) suggest this scenario is common in online learning environments, where students may feel disconnected or disengaged from the course.
To support Mac, the first action would be to reach out to him through email or direct messaging. Krause and Coates (2006, 2) noted that this would provide an opportunity to check in on them and offer support or resources that may help them overcome any barriers to engagement or participation. It would also allow the instructor to communicate the importance of participation and submission of assignments to maintain engagement and performance. The instructor could offer strategies to help Mac stay motivated and accountable for their work, such as setting goals and deadlines for each task, using a planner or calendar to schedule time for coursework, and seeking out help from peers or academic support services.
The second action would be to provide alternative ways for Mac to engage with the course materials and activities. For example, the instructor could offer alternative assignments or activities that align with Mac’s interests or strengths or provide additional resources and materials to help them understand the course content. The instructor could also provide opportunities for peer feedback and collaboration, which can help students stay engaged and motivated.
According to a study conducted by the University of Illinois, providing opportunities for peer feedback and collaboration can enhance student engagement and academic performance in online courses (Lowenthal & Dunlap, 2018). Another study by Koohang and Paliszkiewicz (2018) suggests that providing multiple modes of engagement, such as online discussions, interactive lectures, and multimedia content, can increase student engagement and participation in online courses. Therefore, providing alternative ways for Mac to engage with the course materials and activities can help maintain his engagement and performance.
Redmond et al. (2018) suggest that supporting a student who is excessively absent in an online course requires proactive outreach and providing alternative ways for engagement. The instructor must communicate the importance of participation and submission of assignments to maintain engagement and performance. By offering strategies to help students stay motivated and accountable, as well as providing alternative ways to engage with course materials and activities, instructors can help students like Mac succeed in online learning environments.
Reference
Atherton, Mirella, Mahsood Shah, Jenny Vazquez, Zoe Griffiths, Brian Jackson, and Catherine Burgess. 2017. “Using Learning Analytics to Assess Student Encasement and Academic Outcomes Open Access Enabling Programmes.” Open Learning: The Journal of Open, Distance and e-Learning 32 (2): 119–36. https://doi.org/10.1080/02680513.2017.1309646.
Krause, Kerri-Lee, and Hamish Coates. 2006. “Student Engagement in First-Year University.” Assessment and Evaluation in Higher Education 33 (5): 493–505.
Lowenthal, P.R., & Dunlap, J.C. (2018). Investigating students’ perceptions of instructional strategies to establish social presence. Distance Education, 39, 281 – 298.
Paliszkiewicz, J., &Koohang, A. (2016). Social Media and Trust: A Multinational Study of University Students.
Redmond, Petrea, Lindy-Anne Abawi, Alice Brown, Robyn Henderson, and Amanda Heffernan. 2018. “An Online Engagement Framework for Higher Education.” Online Learning 22 (1) 183–204. https://doi.org/10.24059/olj.v22i1.1175Links to an external site..
EBONY
Scenario 3: Failing Grades
This case scenario is based on a student adjusting to a new college or a hybrid course. The student is turning in all their assignment but is still not passing the course. However, the student’s work needs to meet the standard set by the university.
To support the student, I would provide feedback and encourage them to revise and resubmit their work. In addition to revising the work, I would encourage the student to try and turn assignments in early so that they can be reviewed, then she can make corrections before the deadline and ask any questions. This shows that I genuinely care about the student and want to see them succeed. According to Goddu (2012), when students know the teacher cares about them, they will give an honest effort. This also gives the professor a clear picture of how to help students when they give their best effort. When given a chance to revise a paper, most people take the opportunity to step back and revisit what they have done wrong. Furthermore, when a paper is revised, it gives the student time to ensure that their ideas are expressed in a clear and organized fashion and well supported with proper citations(Darling-Hammond et al., 2020). I would also remind the student that the university library has resources to help with their writing.
Knowing your students’ names, ages, and backgrounds is not enough. It is imperative to get to know them better. Therefore, another thing that would be done to support the student is to have a conversation with them discretely. Teachers can only understand how to help their failing students if they understand and know all the barriers or challenges a student faces (Boatman & Kane, 2019). Not only would having a conversation uncover the strengths and weaknesses of the students, but it would also open the door to providing a safe space for the students to be comfortable to come and speak with the professor when they encounter hard times. Thus, giving them a chance to utilize the supports that are available to them.
References
Boatman, A., & Kane, T. J. (2018, December 21). Why we need to rethink remediation. The Chronicle of Higher Education, 65(16).
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., &Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 1–44. Tandfonline. https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791
Goddu, K. (2012). Meeting the Challenge: Teaching Strategies for Adult Learners. Kappa Delta Pi Record, 48(4), 169–173. https://doi.org/10.1080/00228958.2012.734004
