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Encouraging Learner Participation in an Online Course - Application Ideas

Now that you have had a chance to explore the principles of encouraging learner participation, you will explore some application ideas.

State Expectations Early and Often

• Often, online learners need the teacher to say what is expected of them in the learning experience to help them engage. At the beginning of the school year or the term, consider sending out a message to your class that could include the following items:

  • A video that walks the learner through the Canvas course experience*

  • The lesson pattern, such as what activities are due and when

  • The date and time of the remote gathering

  • Expectations regarding participation in the remote gathering (such as learners having their camera on if possible, learners raising their hand when they want to speak, or expectations for using the chat).

  • The best method of contacting you for help or questions.

  • Your testimony of the Savior Jesus Christ and His impact on your life. Share your belief that this course can help them become more like Him as they engage in the activities, interact with their classmates, and prayerfully seek to know Jesus Christ.

• You may need to repeat these expectations several times throughout the semester. Reinforcing your expectations will help learners remember to follow them.

*If you would like to learn how to create a video as described above, reach out to your local S&I representative for assistance.

Introductory Message Example

Hello, fellow learners!

My name is Sister Martinez. I am very excited to learn with you this semester about Jesus Christ through the Book of Mormon! I have a strong testimony of Jesus Christ. I know that through the Book of Mormon, we will grow closer to Him. It teaches truths that are easy to understand. It will be wonderful to take a closer look at this amazing book of scripture! It will bless your life.

Here is how the class will be run. This course is a mixture of Canvas activities and a live class, called a remote gathering, over Zoom. The remote gathering is held every Thursday at 8:00 p.m. The Canvas material is divided into two parts: before the remote gathering and after the remote gathering. You are to complete the activities for the first part of the week before the remote gathering. Then complete the readings and assignments for the second part of the week after the remote gathering. If you follow this pattern, I promise you won’t get lost! The course is designed to follow this pattern every week. It should be easy to follow. If you have any questions about this, please reach out to me. The best way to contact me is through email. You can email me at [e-mail]. I will do my best to reply to you within a day. I am happy to help you in any way I can!

For the remote gathering, the learning experience will be even better if we can all see each other. When we meet on Thursdays, will you please turn on your cameras if you can? It will be so good to see your bright faces as we learn together the principles and doctrines of Jesus Christ found in the Book of Mormon. Try to arrive a couple minutes early too. That gives me a chance to talk with each of you.

I look forward to learning with you!

—Sister Martinez

Keep Track of Learner Participation

Increasing learner motivation is often as simple as checking in with learners who haven’t been to class for a few days. When you notice that learners are not participating in the Canvas course or in the remote gathering, send them an email that expresses your love for them. Share with them your interest in their lives. Ask if there is anything you can do to help them. Extend an invitation for them to return to the class. Often, this small gesture is all they need to come back to class.

Canvas has two tools that allow teachers to see what their learners are doing in the Canvas experience.

The Grades Tool

Use the Grades tool to see when learners are turning in activities. If a learner has missing assignments over several days or weeks, reach out to them. If they keep turning in late assignments, reach out to them. These could be indicators that the learner needs more of your attention.

The People Tool

Use the People tool to see when learners last accessed the Canvas course. While using the tool, notice the “Last Activity” column. This will show the date and time that learners last accessed the course. It is normal for learners to access the course every few days or so. Some access it daily. If the “Last Activity” column indicates the learner hasn’t accessed the course for many days in a row, this could be an indicator that the learner needs more of your attention.

Optional Canvas Help Guides

• How do I use the Gradebook?

• How do I use the People page as an instructor?

Remote Gathering Participation

• Begin class by inviting learners to share what they learned. When learners know they will be asked to share what they learned during the week, they are more likely to participate in Canvas each week.

• Avoid lecturing. Elder David A. Bednar of the Quorum of the Twelve Apostles observed: “Teaching is not talking and telling. Teaching is observing and listening so that we can discern and then know what to say” (“A Discussion with Elder David A. Bednar” [Seminaries and Institutes of Religion satellite broadcast, Aug. 2, 2011]). Always strive to help learners talk more—not less—during the remote gatherings.

• Ask more questions. The Savior frequently asked questions rather than simply presenting information. (See, for example, Luke 10:25–28.)

• Practice silence. Train learners to be comfortable with silence and pondering. Encourage them to be still, be inspired, listen to the Spirit, and then have a discussion.

• Frequently invite learners to lead learning activities. You could invite learners to lead a discussion on the chapters studied for the week or to lead small group discussions in Canvas and during live gatherings.

• Use videoconferencing features to engage your learners. These tools provide many opportunities for them to participate in ways they might not feel comfortable doing in an in-person class. These include polls, meeting chats, digital whiteboards, digital annotations, screen sharing, and more.

Provide Support

As an online teacher, you are the first line of support for your learners. Learners are more likely to participate when you can quickly help them overcome technical and other challenges. Even if you may not know the answer to the issue your learners may be experiencing, it is important to reassure them quickly that you are working on an answer or solution. A good rule of thumb is to respond to a learner’s question or concern within 24 hours (see “Guidelines for Successful Online Teaching”).

The following ideas may help you prepare to answer learner questions and concerns:

• Stay current on the features of Canvas and your videoconferencing software.

• Become familiar with the most common technical problems learners face, and learn how to resolve them.

• Know each level of support in your area for common technical problems.

• Try to resolve learner problems before sending them to the next level of support. The more you can help them directly, the more quickly you can resolve their issues. They are also less likely to become frustrated with their online experience when they don’t have to wait for long periods of time to get their issue resolved.

Do not feel like you have to be the expert on any technical issues. Even a simple reply to a learner such as “I don’t know, but I will find out for you” can go a long way to help reassure them. Your local S&I supervisor is the best person to go to when issues like this come up.

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Discuss with Your Supervisor

Ponder the following questions and how they might apply to your teaching. Prepare to discuss them with your local S&I supervisor.

• Ask your local S&I supervisor to show you the remote gathering features, such as polls, meeting chats, digital whiteboards, digital annotations, and screen sharing. Ask how you might use these features in a remote gathering.

• What ideas from this training do you feel would be most helpful?

• What ideas from this training are still unclear to you?

• What additional discussions would you like to have on any of these topics to help you in your teaching?