Chapter 1,
Engaged Learning in an Online Environment, outlines the components necessary for engaged learning in an online environment. It also provides a framework for teachers to follow to successfully build trust and interdependence among students in an online environment so they can become co-constructors of knowledge.
In engaged learning, the focus is on student-centered learning; the teacher just facilitates. It is not a new concept. The textbook references several reputable theorists like John Dewey, Lev Vygotsky and Jean Piaget while describing engaged learning. The primary principles of contructivism, or engaged learning, is students' learning environments are defined through collaboration with others, and the fact that knowledge is built on experiences. Those experiences require students to process and interpret knowledge, which then affects future experiences and learning. This process leads to more meaningful experiences when students collaborate by discussing and agreeing on ideas and resolutions with peers of equal ability.
The greatest challenge for teachers is facilitating students through the process of acquiring knowledge and assisting in their self-direction and collaboration with peers to attain that knowledge. Another challenge is to change teacher and student predispositions of what engaged learning looks like in an
online environment. As a result, a tremendous amount of focus has been directed at the planning and creation of activities that progress students through the developmental stages of constructivism so they can successfully collaborate, and ultimately acquire knowledge independently of the teacher. This process promotes curiosity and confidence which leads to their desire to become lifelong learners.
Collaborative interaction among students is crucial to online learning since it promotes the exchange of ideas, and hence, the expansion and depth of students' thoughts. In Problem-Based Learning (PBL), students are posed a problem to resolve and they work collaboratively to find solutions. PBLs promote creativity, critical thinking skills, and engagement which enhances a student's performance and his/her meaning of knowledge. The outcome of PBL activities and construtivism is an engaging, student-centered learning environment, which places students as active participants in the development of their own knowledge as well as the knowledge of their peers.
Advancements in technology have broadened possibilities for student interaction. Unfortunately these opportunities are not necessarily embraced, therefore, the online course remains another form of teacher-centered instruction. Learning activities like PBLs not only help students engage in their learning to attain a deeper understanding, but they also help them remember and recall knowledge and concepts from long-term memory.
The transition from students receiving knowledge to developing knowledge on their own accord is not an easy one. Students are not accustomed to being responsible for their learning experiences; therefore, instructional strategies to support the transition from teacher-centered to student-centered is imperative. Once successful transition to student-motivated learning occurs, the teacher no longer holds all the power; it is shared. Students provide input and feedback that is taken into consideration when making decisions, thus contributing to their educational learning experiences.
According to the reading, students must first determine their own goals and then work collaboratively with peers to engage in online learning. To optimize their experience, they need appropriate resources to investigate and answer the essential questions as well as opportunities to partake in authentic and multidisciplinary activities that are applicable to the real world. The final component to engaging students in online learning involves ongoing performance-based assessments. The performance-based assessments students produce are viewed by others, thus making their learning experience more meaningful.
Often times students require assistance engaging in an online environment, especially in the beginning. Students may need time to get acclimated with technology and communicating electronically. They also must be self-motivated and learn how to develop rapports quickly with others online they may not know or ever meet. The online teacher assists in this process by creating an engaging environment and supplying information and clarity as needed. He/She models active engaging for students and provides external strategies to support and promote students' individual internal motivations throughout the course.
Phases of Engagement framework contributes to the success of an online teacher by providing appropriate activities to be used in sequence to build trust and foster collaboration for students and their peers gradually. Phase 1 is the foundation, as it is the catalyst for engaging students via collaborative interaction. If students are not experienced in online learning, the teacher would provide feedback rubrics for students to utilize for interactions. In Phase 2, the teacher pairs students and introduces academic communication. In Phase 3, student pairs are then put in teams, where they become responsible for their own learning as well as each other's learning. Phase 4 is where students begin to lead discussions and activities. Through each Phase of Engagement, the teacher continues to plan and facilitate activities to motivate students while enhancing their confidence and abilities. Eventually, though, the role of the teacher becomes more of an equal participant, providing resources and supports as needed, while students become more self-directing constructors of knowledge and lifelong learners.
Additional website in support of this blog:
1. http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/Strengthening-Student-Engagement@-What-Do-Students-Want.aspx
2. http://www.edutopia.org/blog/golden-rules-for-engaging-students-nicolas-pino-james
3. http://bie.org/blog/does_pbl_teach_critical_thinking
