As the new semester begins, we may be looking for ways we can incorporate meaningful interaction in both our face-to-face and online courses.
Meaningful interaction can support student learning (Cung et al., 2018; Sher, 2009), satisfaction (Sher, 2009), and retention (Mitchell & Hughes, 2014). Spending time thinking about how we can create opportunities for students to interact with each other and with us as their instructors can help to create a vibrant class designed for student success.
In a previous post, we explored the research on high-impact practices for incorporating both student-student and student-instructor interactions. I recently had the pleasure of discussing these strategies with our new faculty. At the end of the presentation, our Renegade faculty shared their own strategies for incorporating interactions in this Padlet.
Some of the strategies include:
- creating space for students to reflect when incorporating interactive activities,
- facilitating group work with rubrics, and
- leveraging tools like Kahoot!
Looking for some inspiration? Check out all the tips and tricks in this Padlet!
- Cung, B., Xu, D., & Eichhorn, S. (2018). Increasing interpersonal interactions in an online course: Does increased instructor email activity and voluntary meeting time in a physical classroom facilitate student learning?. Online Learning, 22(3), 193-215.
- Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2)
- Mitchell, Y. F., & Hughes, G. D. (2014). Demographic and instructor-student interaction factors associated with community college students’ intent to persist. Journal of Research in Education, 24(2), 63-78.
- Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52-65.
- Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance?. Computers & Education, 95, 270-284.
- Zhu, Q., & Carless, D. (2018). Dialogue within peer feedback processes: Clarification and negotiation of meaning. Higher Education Research & Development, 37(4), 883-897.
- Sandi-Urena, S., Cooper, M., & Stevens, R. (2012). Effect of cooperative problem-based lab instruction on metacognition and problem-solving skills. Journal of chemical education, 89(6), 700-706.
- Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the share of a think–pair–share: Emerging limitations, alternatives, and opportunities for research. CBE—Life Sciences Education, 20(1), fe1.
- Tsai, C. L., Ku, H. Y., & Campbell, A. (2021). Impacts of course activities on student perceptions of engagement and learning online. Distance Education, 42(1), 106-125.
- Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning?. Cognitive research: principles and implications, 5(1), 1-12.