Adapting In-Person Engagement Techniques to Asynchronous Settings: Strategies for Effective Online Teaching

While online learning offers its benefits to learners and instructors, educators often face the challenge of maintaining student engagement in virtual environments. We all hear from faculty that engagement is much easier in traditional face-to-face classrooms. As it was shared in our previous blog post, one of the features of intentional design was analyzing what works in face-to-face classes. Assuming a faculty has in-person teaching experience, let’s explore what types of engagement strategies and techniques can be transferred, modified and used in online teaching practices.

Engagement in online learning is a multifaceted concept. Contemporary approaches emphasize that affective engagement is not a unitary construct (Means & Neisler, 2023). To fully grasp online learner engagement, one must consider various characteristics of online learning affordances, such as peer engagement, collaborative engagement, and multimodal engagement through communication, interaction, presence, collaboration, and community (Bolliger & Martin, 2018; Martin & Borup, 2022). In studying affective engagement among racially-minoritized students, Barbara Means and Julie Neisler argue that four major components contribute to creating such engagement: liking the subject matter/material, finding value in the subject matter/material, feeling one can be successful at the subject matter/material, and feeling a sense of belonging in the subject matter/material. (Means & Neisler, 2023). 

To foster affective engagement, instructors can employ various techniques. They can encourage students to develop genuine interest in the subject matter by incorporating real-world examples, case studies, or multimedia resources to capture their attention and stimulate curiosity. Instructors can also help students understand how the concepts they are learning apply to their lives, future careers, or broader societal issues. While these strategies can help cultivate affective engagement, I would like to offer the following approaches for adapting in-person engagement techniques to asynchronous settings.  

1. Redefining Interaction to Promote Active Participation. 

In traditional classroom settings, interaction primarily relies on verbal communication and non-verbal cues. However, in asynchronous environments, instructors have the opportunity to redefine face-to-face interaction through various digital platforms such as discussion forums, interactive videos, peer feedback activities, and interactive quizzes or polls embedded within online modules. These elements encourage active student participation in asynchronous classes. Lang and Darby (2019) advocate for recognizing cues in online settings, much like instructors do in traditional classrooms, where they rely on in-person discussions, quizzes, and polls to gauge student understanding. They emphasize the importance of actively monitoring discussion boards and addressing common questions or concerns raised by students, as this fosters both cognition and student engagement. In their view, instructor engagement with discussion boards is crucial, as it ensures that students feel supported and valued throughout the learning process (Small Teaching Online, 38-40).

2. Facilitating Collaboration 

Group work and collaborative projects are common in face-to-face classrooms but can be challenging to implement asynchronously. To facilitate collaboration online, provide clear guidelines, establish communication channels, and assign specific roles within groups. Collaboration is an opportunity to explore topics from different perspectives, see the value of teamwork and to create belonging. Also, encourage peer interaction and group discussions to create opportunities for students to connect with each other and feel a sense of belonging. Utilize collaborative tools such as Google Drive or virtual whiteboards to enable real-time collaboration and document sharing.

3. Ensuring Flexibility and Adaptability

Effective online teaching and engagement requires flexibility and adaptability. Experimenting with different engagement techniques, soliciting feedback from students, and adjusting your approach based on their needs and preferences encourage engagement in asynchronous settings as well. Offer constructive feedback and encouragement to boost students’ confidence and belief in their capabilities and class progress. Finally, embrace technology as a means to enhance rather than replace traditional teaching methods, and continuously strive to create meaningful learning experiences for your students. These factors contribute to a supportive learning environment where students feel confident in their ability to succeed and consequently lead to meaningful engagement.

Adapting in-person engagement techniques to asynchronous settings requires creativity, innovation, and a willingness to embrace new approaches to teaching and learning. By redefining interaction, facilitating collaboration, and maintaining flexibility, instructors can create engaging and enriching asynchronous learning experiences for their students.

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References

Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x

Bowden, J. L. H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207–1224.

D’Agostino, S. (2022, September 13). The needs and preferences of fully online learners. Inside Higher Education. https://www.insidehighered.com/news/2022/09/14/needs–and-preferences-fully-online-learners-survey

Darby, F., & Lang, J. M. (2019). Small Teaching Online: Applying Learning Science in Online Classes. John Wiley & Sons, Incorporated

Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. doi:10.24059/olj.v22i1.1092

Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162–177. Citation2021

Means, B., & Neisler, J. (2023). Bridging theory and measurement of student engagement: A practical approach. OLJ.