Before you start collecting feedback, there are a few things you should consider to make sure you achieve your desired results.

1. Think about what you’re hoping to achieve – do you want to improve your teaching or just check that your students are understanding everything? Both?
2. Consider how your students are performing and feeling at the time you’re asking for feedback.
3. Plan out how you will use the results of the feedback you receive.

By considering your goals for collecting this student feedback, you can create effective and meaningful questions to ask your students at a time that will generate the most engagement and honest feedback. 

If you’re not sure where to start, don’t worry – we’ve got some tips to help you get going.

Share your why with students

To better engage students,  share the role their feedback plays in the classroom and how you plan to use it. Sharing the “why” behind your request for feedback and how you plan to use the information helps students see the value in their voice and how their feedback will help them and future students. This will not only help build pedagogical partnerships but also help to foster an inclusive learning environment. 

Get to know your students

As you gear up for the new teaching term, one of the most impactful things you can do is get to know your students better.

A simple, effective way to do this is to ask students to complete a short survey at the start of the term. Lumen One makes this easy with its built-in “Introduce Yourself” survey, designed specifically for faculty. This tool allows you to gain valuable insights into your students’ backgrounds right from the beginning, setting the stage for a more personalized and effective learning experience.

Taking the time to understand who your students are can make all the difference in how you connect with them and how they engage with your course. So, as you start the term, consider making this small but significant step a part of your teaching routine.

The following questions can be incorporated into a survey for students to introduce themselves. 

• • • • • • • What is your goal for this course?

• • • • • • • How are you feeling about this course? 

• • • • • • • Do you have any obligations outside of class that would be helpful for me to know about? 

Once you’re ready, here are some ways effective strategies to gather feedback:

• Leverage Discussion Boards: Don’t just limit discussion boards to simple Q&A. Transform them into dynamic forums where students can ask questions, share thoughts, and engage in meaningful discussions throughout the course. By creating a dedicated feedback thread, you open up a space for students to voice their opinions and concerns in real-time, making the feedback process ongoing and interactive.
• Use Anonymous Feedback Boxes: Encourage candid feedback by providing anonymous feedback options. Whether it’s a physical box in your classroom or a digital version online, anonymity can help students feel more comfortable sharing their honest thoughts without fear of repercussions. This approach often uncovers valuable insights from those who might be hesitant to speak up otherwise.
• Conduct Online Surveys: Online surveys are a convenient and effective way to gather detailed feedback. Utilize tools like Kahoot, Polling Apps, Google Forms, or your LMS to create surveys and email them to your students. Be sure to include both open-ended and closed-ended questions to capture a broad range of insights that are easy to analyze and apply.
• Prompt Feedback After Assignments: Integrate feedback collection into your regular workflow by adding prompts after assignments or assessments. Ask students to share their input weekly as they complete their work. Additionally, consider using Classroom Assessment Techniques (CATS) to quickly gauge what’s working, what’s unclear, and what needs further reinforcement, helping you adapt your teaching on the fly.

Things to Consider:

 If you’re already collecting student feedback, take a moment to reflect on how you gather feedback and explore ways to make it more impactful for you and more accessible for your students., here are some tips to elevate student engagement: 

• • When gathering student feedback, it’s important to consider the diverse ways students might feel comfortable sharing their thoughts. Some students may prefer to remain anonymous, while others might be more inclined to share verbally or need time to write out their responses thoughtfully. To truly involve students in feedback, consider asking them how they’d like to provide input. This approach respects their preferences and helps build pedagogical partnerships, leading to more meaningful and effective feedback.
  • Consider whether you want to “compensate” students for their time. Feedback takes time, and most students have other responsibilities. Incentives can come in many forms, including extra credit, early release time from class, or additional assignments during the feedback window.
  • Whenever possible, acknowledge students’ contributions to your changes due to their feedback. Students will appreciate seeing how you’re using the feedback! This will help you build trust with your students and show them that you are actively listening to their feedback and involving them in the process.

By Angelica Halbert and co-authored by Lumen Team

Resources: 

https://schoolguide.casel.org/resource/strategies-for-gathering-student-feedback/ 

https://www.linkedin.com/advice/1/how-can-entry-level-critical-thinking-professionals-jye6e 

https://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf 

While some educators have expressed concerns about AI’s impact and use, Lumen has proactively explored ways to leverage AI that are rooted in equity and aligned with our mission to enable unprecedented learning for all students.  

David kicked off the webinar with a brief introduction to generative AI and then shared an overview of study strategies, which vary in effectiveness. Some of the most popular study techniques that students typically use are often some of the least effective. Generative AI and large language models (LLMs) can help reverse those patterns, so students support their own learning with evidence-based study strategies, including developing study prompts with platforms such as ChatGPT or Gemini. 

For example, students can develop prompts for spaced practice (studying material over a period of time), interleaved practice (mixing more than one topic to better understand an overall subject), or retrieval practice (recalling facts or concepts to enhance learning). Here is an example of a prompt for retrieval practice: 

I’m taking a college class in <class name> and I want to review what I’ve learned about <chapter name>. 
Give me a quiz where you ask me two questions about each of the following topics:

- Topic 1
- Topic N

Ask me one question at a time and wait for my answer.
Interleave the questions so that you don’t ask me two questions in a row about the same topic. 
After each answer, give me feedback on my answer and explain anything it seems like I don't understand. 
Then ask if I'd like additional information on that question. 
When I indicate I'm finished, ask me the next question.

These types of prompts can be especially beneficial in getting students to engage in high-level strategic thinking about their own learning, leaving them feeling more empowered about their academic journey. 

David concluded his portion of the webinar with some final thoughts: 

• Using generative AI as an effective learning tool is a critically important literacy for students to develop, and it can only be developed through practice. This is especially crucial for historically underrepresented students who may not have this kind of literacy readily available to them. 
• Generative AI systems will likely present students with information that is inaccurate. While it is remarkable that such systems can create the content we need right when we need it, we must be mindful of misinformation and biased content. 
• However, these interactions present a way of helping students think critically and think through the techniques they will use to uncover such instances of inaccuracies or biases.

For more of this engaging presentation from David, watch the full webinar here.

Reflecting on the conversations that have profoundly impacted my thinking this year, one in particular has persistently occupied my thoughts: the SXSW EDU panel, “Reimagined STEM Courseware: Equity-Centered Digital Learning.” For the second consecutive year, I had the privilege of joining leading academics on this equity-focused platform. Moderated by Professor Aireale Rodgers, Ph.D. from the University of Wisconsin-Madison, the panel featured esteemed voices such as Dr. Ariel Anbar from Arizona State University and Dr. Brian McGowan from American University. Together, we delved into how courseware and technology, especially in STEM subjects, can support equitable student success for minoritized students.

Here are a few key takeaways from our conversation: 

• Digital courseware does not replace the faculty member/instructor.

  The faculty member is the primary source of instruction and establishes a human connection with students. Caring is an evidence-based practice that we know students respond to and courseware can help enable that practice. For example, in Lumen One, we offer an Introduce Yourself assignment that gives students the opportunity to share more about themselves – their background and goals – with the instructor . This information helps faculty members better understand their students and tailor instruction accordingly.   

  

  Example of a question found in Lumen One’s Student Introduce Yourself Survey.

• When it comes to digital courseware, instructors need support.

  There is a cognitive process in learning and using technology effectively. My fellow panelist, Dr. McGowan, spoke of reimagining professional development in a way that becomes more institutionalized, involving everyone from the IT department to faculty and equity centers on campus.  

• The practice of designing and using equity-centered courseware isn’t easy.

  After nearly one year of introducing Lumen One to our partners and other institutions, we are excited by what we’ve seen so far, but we are still learning and building community. I remain energized and encouraged by the fact that the equity conversation is growing, as evidenced at SXSW EDU, and equity-centered courseware is increasingly in demand. 

The lasting impact of our panel discussion is deeply rooted in the insights shared by my fellow panelists. Their perspectives have served as a guiding light, helping to navigate through the challenges we encounter. In a time where it is crucial to build equitable products and engage faculty, the wisdom exchanged during our conversation has been invaluable. It has provided me with direction, keeping me (and my team) focused on real issues and practical solutions.

As we move ahead, it is important to revisit and underscore the significance of these insights. They should stay at the heart of our plans and strategies as we navigate the complexities of education. In doing so, we ensure that our efforts are aligned with the principles of equity and inclusion, propelling us towards a future where every student has the opportunity to thrive.

You can listen to the full panel here. If you would like to learn more about Lumen One, you can reach out and request a demo.

Generative AI as the logical successor to OER

There are several parallels between OER and new generative AI models. Both OER and AI can and should be viewed as tools to increase educational opportunities. David cautions that higher ed should avoid falling into the trap of too heavily promoting the solutions themselves and losing sight of the true outcome of making course materials more accessible. Additionally, content created with generative AI  is not eligible for copyright protection, making it OER. Consequently, it can be continually updated and improved (unlike traditional textbooks).

AI’s impact on instructional design

AI will have significant positive impacts on instructional design. Establishing clear learning goals is the first step in building a strong instructional framework, and according to David, AI models can be trained to create learning objectives that are foundational to how instructors should design their lessons.  AI can also be used to develop more effective content and assessments based on these learning objectives. Integrating AI throughout the entire course design process can make it more efficient and effective.

How colleges and universities should approach AI policy

It is still too early for higher ed institutions to develop specific policies around AI. David compares our current understanding of AI to our understanding  of the internet in the late 1990s. We have not even begun to imagine the transformative potential of generative AI, and instructors and institutions both need more time to discover and experiment with its capabilities. If specific policies are established too early, they will likely inhibit innovation and experimentation now and be difficult to revoke or amend in the future. The untapped potential of AI and the current early stage of development necessitates light policy frameworks that serve more as living documents that can be revisited or updated as the technology and our understanding of it develops. 

AI developments on the horizon

Developers are already building faster and cheaper AI models, which will increasingly support the current push for equitable access to AI learning solutions across higher ed. Generally, as technologies develop and become more ubiquitous, costs go down and performance improves. David predicts that the same will happen with AI – eventually, all educational institutions, including smaller community colleges, will be able to afford AI solutions for their students.

Upcoming Webinar

Join David as he shares innovative ways to leverage AI technology with students on Tuesday, April 16, 2024 @ 2:00 p.m. ET.
Register here.

As an advocate for inclusivity and equity within our educational community, I  am excited to discuss a powerful approach to help us achieve this goal: pedagogical partnerships. Originating from the work of Alison Cook-Sather, pedagogical partnerships involve collaborative relationships between faculty and students, where both parties actively engage in co-creating the learning experience.

This approach recognizes that students bring valuable perspectives, experiences, and insights to the educational process. By inviting students to participate as partners in their education, we not only enhance the learning experience but also promote inclusivity by valuing the diverse experiences of our student body.

A Story of Transformation

Let me share a quick story that illustrates the transformative potential of pedagogical partnerships. 

A faculty member I worked with recently implemented this approach in their business course. Instead of solely dictating the course content and structure, they invited students to co-design the syllabus, suggest readings, and even lead discussions on topics of interest to them.

The faculty member initiated the pedagogical partnership by fostering an open and inclusive classroom environment where students felt empowered to contribute to the course design. They started by explaining the concept of pedagogical partnerships and highlighting the importance of student engagement in shaping their own learning experiences. This transparent communication laid the groundwork for collaboration and set the tone for mutual respect and shared responsibility.

Active Involvement: Co-Designing the Course

To actively involve students in the co-design process, the faculty member organized collaborative brainstorming sessions where students could voice their interests, preferences, and learning goals. These sessions allowed students to share their ideas and collectively identify key topics and themes they wanted to explore in the course. Additionally, the faculty member provided guidance and support throughout the process, ensuring that students felt supported and that their contributions were valued. 

The reaction from students was overwhelmingly positive. They felt empowered and valued as active participants in their learning journey. Students who had previously felt invisible or overlooked in traditional classroom settings found their voices amplified and their perspectives validated. As a result, they became more engaged and enthusiastic learners, eager to contribute to class discussions and collaborate with their peers.

Why Partnerships are Essential

This example underscores why pedagogical partnerships are an essential approach in higher education. By centering the experiences and voices of our students, educators can cultivate a dynamic learning environment where every individual can flourish. Moreover, this approach fosters a sense of ownership and agency among students, empowering them to take control of their education and become lifelong learners.

While the approach of pedagogical partnerships, as exemplified by the faculty member’s story, may not be feasible for every course to the same extent, there are smaller steps educators can take to involve students in the learning process. 

Challenges, Considerations, and Meaningful Steps for Engagement

It is also essential to acknowledge that implementing pedagogical partnerships requires time, resources, and a willingness to adapt teaching practices. However, even in courses where full-scale faculty-student collaboration may not be feasible, educators can still take meaningful steps to engage students beyond the traditional model of knowledge transfer. These steps might look like:

• Soliciting student feedback on course content and teaching methods via short surveys.
• Allowing students to share authors, experts, or scholars they are familiar with or interested in learning more about.
• Providing opportunities for students to reflect on their learning and set personal goals.
• Offering choices in assignments or project topics to accommodate diverse interests.

By embracing these incremental changes, educators can foster a more student-centered approach to teaching that empowers learners and promotes deeper engagement with course material. As you consider incorporating pedagogical partnerships into your teaching practice, here are a couple of key elements to keep in mind:

1. Welcome Collaboration: View your students not just as recipients of knowledge but as collaborators in the learning process. Invite them to co-design the curriculum, provide feedback on assignments, and share their insights and experiences.
2. Value Diversity: Recognize and celebrate your students’ diverse backgrounds, perspectives, and experiences. Create space for historically marginalized voices to be heard and amplify their contributions to the classroom dialogue.
3. Embrace Uncertainty and Flexibility: Be comfortable with uncertainty and allow room for the unexpected. Pedagogical partnerships thrive on openness to new ideas and perspectives. Embrace the “chaos” of collaborative learning and allow the process to evolve organically.
4. Demonstrate Transparent Communication and Patience: Be transparent with students about your approach and how the class might evolve over time. It’s important for everyone to exercise patience and show grace, humanizing the faculty-student relationship and fostering a supportive learning community.

Pedagogical partnerships offer a powerful pathway to enrich the learning environment by honoring the diverse experiences of every student. Through this approach, educators can foster educational experiences that empower students, equipping them with the skills needed to thrive in an increasingly diverse and interconnected world. While implementation may require adjustments, even small steps towards engaging students in co-creation can have a profound impact. As we strive to create a more equitable and effective educational experience for all, let us embrace pedagogical partnerships as a powerful pathway to empower our students and prepare them to become active agents of change in the world.

Reference:

Cook-Sather, Alison, Melanie Bahti, and Anita Ntem. 2019. Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa1.

About Daysha Jackson-Sanchez:

As Lumen’s Vice President of Equity Solutions, Daysha oversees the equity-centered design strategy, approach, and implementation. A first-generation college graduate, Daysha has served in leadership roles, such as Dean of Student Success and Assistant Vice Chancellor of Student Affairs, and has spent over fifteen years in higher education administration, building collaborative communities focused on identifying and eliminating systemic barriers faced by students.

Cultivate a Pedagogy of Welcome

Classes in all modalities can use simple strategies to welcome and make students feel valued. Simple activities such as introducing yourself as a person, having pairs of students introduce each other, having students complete an introduce yourself survey, or doing a fun activity together go a long way to demonstrate you care about them. You can utilize Lumen’s Introduce Yourself survey with students to help cultivate belonging and welcome.

As the pandemic has shifted some of education to online, new pedagogies have emerged to bring the level of engagement students expect and deserve.  Niya Bond, Lumen Circles* Facilitator, talks in detail about how faculty can create welcoming online classrooms that encourage success for every student. “Pedagogies of Online Welcome” provide an approach for faculty members to welcome students into online learning experiences by focusing on creating friendly, open-minded, and inclusive online environments.

Build a Supportive Learning Community

Students thrive in a supportive learning environment where they can connect with their peers and form meaningful relationships with their instructors. Building a sense of community promotes an atmosphere where students feel more confident asking questions and seeking assistance.

Being part of a learning community results in higher rates of attendance, participation, and persistence. Examples of establishing such a learning community can be found in the reflections of Lumen Circles participants. In one reflection, Darsha Katwala explains how she built a class community with ease. Another reflection, titled “Welcome and AH-HA! I Saw That” by Dennis O’Reilly, highlights the significance of fostering a community of learners.

Encourage Reflection and Self-Assessment 

Reflection and self-assessment are keys to helping students grow throughout their college experience. It’s critical that students learn reflective practice in order to learn from mistakes, develop curiosity, and learn how to improve their performance. One way to encourage reflection and self-assessment is by setting small and achievable goals.  

• These goals can include encouraging students to complete their study plan activities in Waymaker and Lumen One or providing additional practice assessments in OHM. By achieving these small goals, students gain a sense of accomplishment, which motivates them to continue reflecting on their progress.

• Another way to encourage reflection and self-assessment is by involving peers, faculty, and mentors. Peers can offer feedback on assignments or presentations, while faculty and mentors can provide guidance on academic or career progression.

By following the above student success tips, you can create a welcoming and supportive learning environment that motivates and engages students at the beginning of the semester. Remember that the small actions you take can have a significant impact on your student’s success. By leading with excitement and openness, you can help your students tap into their full potential and achieve their goals.

*Lumen Circles is Lumen Learning’s professional development program that offers virtual learning communities in different focus areas to provide educators with the tools they need for student success. 

by: Angelica Halbert, Lumen Learning 

Making changes is easy. Making improvements is hard.

Lumen Learning’s Improve It Challenge grant program invites anyone and everyone to engage in the continuous improvement of open educational resources. Our goal is to foster community engagement in the improvement of learning materials for all students. We want to leverage the power of community and collaboration by catalyzing and supporting efforts to make changes to existing OER, validate the effectiveness of those improvements, and share them with students everywhere.

Through the analysis of aggregated, anonymized student data using our RISE Framework, each semester we identify a set of learning outcomes from our courses that students struggle with most. Because all of our open content is aligned with specific learning outcomes, we can identify which OER are supposed to be helping students learn those difficult outcomes. And that’s where you come in – we want to pay you to help us improve the OER supporting these difficult outcomes.

You’ll begin by summarizing your ideas about how to improve the OER in a brief written proposal. As part of that process, we’ll ask you to describe the way the changes you propose to make are rooted in instructional design principles and learning science research. We’ll also ask you to take the opportunity to address any issues you find relating to accessibility and inclusion. We believe that one of the primary advantages of gathering perspectives from the wider community will be how it helps shape the material in ways that are more sensitive to the needs of students of all abilities, racial, ethnic, gender, and economic backgrounds.

Rather than proceeding with the implementation of changes and merely hoping that novel – even if well-reasoned – changes will improve learning, we will use randomized controlled trials (RCTs) to test the impact of your revised and remixed OER on student learning. Once our team reviews your suggested changes for accuracy and quality, we will deploy the changes alongside the original content for A/B testing. After a semester of use by students across the country, we will be able to tell whether your changes actually made a measurable impact on student learning. Changes that improve student outcomes will become the default OER for all future students. Changes that neither improve nor harm student learning will be linked as alternative presentations as a way to diversify the materials and offer faculty and students other perspectives on the material.

How it works

Applicants will select a learning outcome from Lumen’s list of outcomes students across the country struggle with. Then, applicants will draft a proposal and submit it to Lumen for review. Those submitting the best proposal for each learning outcome will receive a $250 grant to revise / remix / create new, openly licensed learning activities aligned with these difficult outcomes. If A/B testing demonstrates that the updated learning activities significantly improve student learning, grantees will receive a 10x bonus – $2500.

Stage 1: Proposals. What are we looking for?

The first stage of the grant process is to write up a proposal for changes. We are seeking concise proposals of 250-500 words that clearly explain your plan to improve learning based on the following criteria.

• Select a topic from our identified outcomes and review the OER that currently support the outcome you’ve selected.
• Describe instructional design principles you intend to apply in your improved version of the OER. Whenever possible, provide citations showing that the principles have been empirically validated in peer-reviewed research.
• Address accessibility standards to ensure your proposed changes can be used by all students. Your new OER should conform with the applicable requirements of Section 508 of the Rehabilitation Act of 1973 as Amended in 1998 and the Web Content Accessibility Guidelines (WCAG) 2.0. These are Lumen’s policies on accessibility.
• Explain how your changes will be sensitive to and engage with representation, diverse perspectives, and decreasing bias.

The due date was May 31, 2022 for the first round of proposals. The next round will be announced in September, 2022.

This is the rubric we will use to evaluate proposals. Take a look at it to better understand what we’re looking for, and don’t hesitate to contact us with any questions.

Stage 2: Build and submit changes

After review, those with the highest scoring proposals will be invited to build out the changes. Lumen will then implement the changes in our A/B testing process for the following semester. Once the semester has run its course, student outcomes will be assessed. If your changes result in a statistically significant improvement, you will be awarded an additional $2,500. If not, and if your changes do not result in poorer performance by students, we will link to them as a way to offer alternative perspectives on the material.

Why we’re excited

We believe that community collaboration can be a cornerstone to achieving our mission to improve learning for all students. The Improve It Challenge is about operationalizing that potential by leveraging the power of

• OER to enable iteration,
• Collaboration to diversify and improve content, and
• Testing to validate effectiveness

For more information or to inquire further, please contact us through our support page and put “Improve It Challenge” in the subject line. We look forward to hearing from you!

Synchronous vs. Asynchronous Learning: The Basics

Both synchronous and asynchronous learning are available methods for online instruction. They differ in the delivery of coursework and student interaction, however.

Synchronous Learning

Synchronous learning involves students being either in-classroom or in an online learning environment at the same time. During class, students can interact with their instructors and other students in real-time. If online, students do this through web conferencing tools or chat rooms.

In an online synchronous learning environment, you’ll need to teach your students in real-time via teleconferencing tools such as Zoom or Google Meet. You can schedule your classes just like a traditional classroom and require your students to join at predetermined times.

Once your students log in, you can take attendance and proceed with your lecture. During class, your students will need to interact and ask questions via webcam, chat or message boards. If you require group work, teleconferencing tools can also be used to break students into small groups.

As for assignments, students can complete them as they would in a traditional classroom setting and return them to you digitally. Synchronous learning is often used for courses that require physical demonstrations or immediate discussion.

Asynchronous Learning

Asynchronous learning allows students to enter their online learning environment and complete coursework on their own time. Asynchronous learning doesn’t require students or instructors to be inside the learning environment together.

In an asynchronous learning environment, you’ll pre-record your lectures and prepare course materials ahead of time. Students can access their learning materials from the course portal at any time, day or night, on their own time. You have the option to allow students to choose which materials they finish first or you can set the pace by scheduling materials in a specific order.

After students watch or listen to the audio or video lecture, you can then require students to take a quiz or complete an assignment before moving forward. Students can interact with one another via message boards and chat rooms, which are also great for facilitating group work.

Asynchronous instructors can also offer optional face-to-face instruction for students who want or need it via online office hours or class meetings.

Which Type of Learning Will Work Best for Your Classroom?

As more and more students opt for online learning, the topic of synchronous learning vs. asynchronous learning is hot within the education community. Which is best for your classroom?

In this section, we’ll discuss examples of synchronous vs. asynchronous learning, as well as the pros and cons of each.

Sync Learning Procs

• Immediate feedback: Students can deliver immediate feedback to instructors during synchronous learning sessions. Plus, they can engage in classroom discussions in real-time.
• Structured classes: Structure simplifies learning, as students will have a set schedule for classes each day.
• Interaction with peers: Discussion and conversation can happen in real-time, delivering the social interaction students need for a complete classroom experience.
• Immersive learning experience: Instructors can deliver live presentations and demonstrations regarding course material. If students have questions or need additional support, all they have to do is ask.

Sync Learning Cons

• Equipment requirements: Unfortunately, synchronous learning requires students to have webcams and microphones as well as a strong internet connection. This equipment might be difficult for some students to access.
• Lack of flexibility: Students who must work or take care of their families during the day will find that synchronous study isn’t an option for them. This is also true for those who have other commitments beyond their education.
• Time barriers: Most college programs will include students from varying time zones. This can create barriers when trying to schedule lectures and classroom study.

Async Learning Pros

• Coursework flexibility: Students can complete their coursework on their own time. This enables them to have the work/life/school balance they need to thrive.
• Enhanced accessibility: Asynchronous learning eliminates the need for students to be able to access a strong enough internet connection to run video conferencing tools from home. As a result, more students can take part in asynchronous learning environments.
• Student-paced work: Asynchronous learning allows students to complete course materials at their own pace. And studies show that self-paced learning leads to better outcomes for students.
• Time savings for instructors: Through asynchronous learning tools, instructors can record all course materials ahead of time, reducing their workload during each semester.

Async Learning Cons

• Lack of social interaction: Although discussion boards and chat rooms provide opportunities for interaction, asynchronous environments don’t allow for face-to-face interaction with instructors or peers.
• Increased distractions: Students must complete coursework in their own environments without instructor supervision, which can lead to distraction.
• Potential learning difficulties: Students who learn best through physical instruction and demonstration may have difficulty with asynchronous course material.

What Do Professors & Students Prefer?

Some students prefer synchronous learning for its structured learning and the ability to ask questions in real-time. Other students prefer the flexibility asynchronous learning offers.

Professors deciding which is best for their classrooms also share varying preferences. Some professors prefer the rigid schedule that synchronous learning provides, so students don’t fall behind. Others must provide instruction to students with varying needs, so asynchronous learning is their choice.

There is no right or wrong choice when it comes to selecting the best method for your classroom. It all comes down to what you believe your students need for success. If you’re a professor, consider asking your students if they have a preference. You could also talk to other professors to see what worked best for them.

Learn More About Effective Teaching & Learning

Lumen Learning provides tools that enhance teaching and learning. Our award-winning digital courseware is a great choice for asynchronous learning environments. To learn more about Lumen Learning, our available courses or how we can support your classroom, contact us today.

Incorporating technology into the classroom can benefit and support learning and teaching practices. But what makes it so beneficial to the learning experience? How can instructors incorporate technology into their own curriculum?

Read on to learn more about the benefits of technology in the classroom and how it can be integrated in unique and effective ways!

Benefits of Technology in the Classroom

Why is technology important in the classroom? The advantages of technology continue to evolve, but here are a few of the positive developments of technology in the classroom!

1. Provides A More Engaged Learning Environment

One significant benefit of integrating technology in course design is that it helps to create a more engaging learning environment for students. It’s hard to deny the impact that technology has had on the way we teach and learn.

Technology can help teachers to present subjects in more interactive and creative ways. With all the possibilities out there (and with more on the way with advancements like virtual reality) it’s an intriguing time to be a teacher planning a course.

2. Prepares Students for the Future

Technology is everywhere, which is why it’s important that it plays a part in students’ current learning environment. Using technology when you teach will help students to become more familiar with common programs that they will use in their future careers.

Teachers aim to prepare their students, and a great way to do that is with technology. Since it will play a large role in their lives moving forward, students need to be able to understand the basics. The use of computers and the internet will be an integral part of their future professional and personal lives.

3. Connects Better with Students

One of the most important aspects to a teacher’s and student’s success is how well they can connect with each other. Teachers are always seeking ways to connect not only with their students but always with one another to build community in their courses

Technology provides teachers with an opportunity to connect with their students in a new way. It allows you to open up lines of communication and use the Internet to explain curriculum material in a new way, which can be very helpful to students.

Many students these days already gravitate towards the Internet, so by using these technologies in the classroom, you may increase opportunities to build community with your students.

4. Boosts Collaboration

An engaging learning environment requires a lot of collaboration. Technology is a great way to promote and facilitate discussion among students. They’ll interact with each other through the technology and discuss different ways they can collaborate and learn together.

Some students are gifted with computers, meaning it won’t be long until they learn some tricks of the trade and can help other students out with their assignments and tasks. This promotes a collaborative environment in the classroom, which in turn leads to a more connected community.

5. Supports Learning

Many students learn best when they have access to technology. To reach as many students as possible, it’s crucial that technology be incorporated into the course design.

Technology can offer a variety of teaching and learning techniques that can help teachers convey the subject material to a larger audience (more on that in a bit). The hope of many teachers is to reach as many students as they can, and technology provides a great solution for them.

Ideas for Integrating Technology in the Classroom

Now that we understand the advantages of technology, it’s time to come up with some ideas you can use with your students. Here are some great examples of ways to use technology in the classroom and how they can be used to promote an engaging learning environment!

1. Gamified Learning

Gamification has been shown to have an impact on a student’s learning and engagement because of how it helps to build a sense of achievement. Many students are motivated to move to the next lesson when they know they can achieve something along the way. Look around and see if there are any gamified learning opportunities for your subject material on the Internet — you’ll be surprised what’s out there!

2. Virtual Field Trips

In theory, field trips and tours are a good time and a great learning experience. Yet, planning them out and executing them can be a different story. Digital options now give students the same benefit of a field trip or tour without any of the hassle!

Better yet, digital field trips allow students to “visit” places that they wouldn’t have been able to before. It’s a great opportunity for them to “travel” globally. It also opens up a wide variety of possibilities for teachers to plan a fun and informative “trip”. Students could also use it to explore organizations they are interested in and interview professionals in their field of choice.

3. Create Student Websites

Not too long ago, having your own website wasn’t possible unless you had experience with coding or knew someone who did. Now, thanks to sites like Squarespace, Wix, and Weebly, it’s easier than ever for someone to create their own website.

Now that technology has improved, you could have your students create their own website for class! They can use the page to submit work, organize their files and information, and they can even personalize it to promote their creativity and give them a sense of pride. It’s a new take on notebooks and it can help your students start or add to their digital portfolio.

4. Online Discussion

Have you found it challenging to create a collaborative environment for your students? If so, then online discussions may be a great technological solution for you to try. Using a video app like Zoom, you can hold weekly discussion tables or office hours to make face-to-face contact easier.

An online discussion forumgives your students a place to get their questions answered — either from you, the teacher, or from the other students in the classroom. With this resource available to them, students can complete each lesson more and hear the insights from other students to make deeper connections with the material and their peers.

5. Use Social Media

Social media is already a big part of our lives, so some teachers choose to incorporate it into education! There are many different ways that you can use social media within a course — you could create a Facebook group for your class where students can ask questions, create a Twitter page for the class where you can update them on certain things, or you could even create an Instagram account where you could post video and photo-based lesson plans!

The goal of using social media within the learning process is to give students a place where they can go to communicate with one another. You can also use it as a place where you can answer any questions that they may have. At the end of the day, you’ll be bringing the community of the classroom to a place where many students already are.

Get Started with Lumen Learning

If you’re looking to get started using technology into your teaching, Lumen Learning is a good place to start. Lumen Learning has tools that will help you to improve both teaching and learning, including professional development opportunities to help you grow as a teacher. Learn more about how Lumen Learning can impact your teaching skills and online curriculum this year!