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As a student, a teacher strategy I appreciated was when my professor would post weekly summary videos. At the start of each new module, my instructor would post a short 3-minute video that summarised the previous week's highlights. Moreover, he would mention specific students by name and hint at how concepts linked to the upcoming lesson. This approach changed the professor from a static grader into a human behind the screen. By calling out insightful student contributions, he validated our effort, and this encouraged participation more deeply, knowing our voices were actually being heard and considered relevant.

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One strategy I’ve found really effective is using mini-debates built around a statement that isn’t clearly right or wrong. I’ll assign students to take sides and argue their position. The first time it’s super low-stakes and a bit silly (like “coffee is better than tea”) just to get people comfortable speaking and interacting.

Later, when I’m teaching thesis statements in EAP, I bring the idea back but with more structure — now they’re not just debating, they’re practicing how to frame a clear claim and support it. It turns discussion into something purposeful instead of participation for the sake of participation.

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In my synchronous online classes, getting students to turn on cameras or speak up can be tough, especially during the pandemic when school often felt distant. I’ve found that low‑stakes interaction works best. I use quick emoji or GIF check‑ins to gauge understanding - challenging them to find one that best explained their understanding or mood, and create breakout rooms with student leaders to spark conversation. Over time, I’ve learned that many students hesitate to post in online spaces because mistakes can feel permanent or public, so I try to build activities where participation feels safe and informal. When learners know the stakes are low and the environment is supportive, they’re far more willing to take risks and engage meaningfully.

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In my online teaching and student-support context, many learners are international, multilingual, and located across different time zones. One strategy I find effective for engagement is offering flexible participation options rather than relying on a single mode.

For example, instead of requiring live verbal participation, students can contribute through asynchronous discussion posts, short written reflections, or brief audio responses. This allows learners time to process ideas, manage language demands, and participate meaningfully despite time-zone or caregiving constraints.

This approach has been effective because it prioritizes depth of engagement over format, helping students feel more confident and willing to participate consistently.

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I posted this in the "Engaging Classroom Learners" section as well, but it’s a strategy that can also work online in both synchronous and asynchronous settings. One of the most effective ways I’ve seen to engage students is starting the day with daily check-ins that combine emotional awareness with student voice. At our school, many teachers post a simple check-in question on Google Classroom where students can share how they’re feeling and respond to a short prompt. They can choose to reply publicly or send a private message to the teacher. What makes this strategy effective is the consistency and the follow-up. Some teachers keep it light by using memes, GIFs, or fun, creative questions to get students smiling and involved. If students post it publicly then they can respond to each other as well. Over time, these check-ins help build a stronger sense of community and connection, even in virtual spaces.

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Our asynchronous classes do not have a synchronous component for face-to-face meetings online. Students are instructed that I am available online to meet, but none have taken me up on the offer. I do announcements, emails, and direct messages, but I have found that students respond when I provide timely and constructive feedback on their assessments as they are going through the course. This way, students feel supported in their learning and are more amenable to reaching out for additional guidance.

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I prefer to use some structure with discussion forums. For each class, students must complete two key learning activities, which vary depending on the topic. These activities may be based on an article, video, report, question, or selected reading. To guide their responses, I provide four suggested approaches for addressing the key learning. Some approaches are text based others have a choice of technology.

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I like to use Kahoot during video conferencing via MS Teams sessions. This enables students to have fun, interact, and play on their own devices. Kahoot does not collect personal data from students, so it does not conflict with the institution's privacy policy.

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I have found that including some activities like quiz can help students gain confidence in the class and also be more interactive and discussing with their friends and even explaining things to each other.

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I use different technologies in the units that I teach. All the students are issued with a laptop in their first year of the four-year course and we are all required to interact with them both face-to-face and virtually through Moodle. On Moodle, we teachers are required to upload learning materials and lecture slides before lectures and tutorials. The student's role is to read all materials before coming to class and or field trips. During practical field exercises, students are allowed to use their smartphones and tablets to collect data such as photos and recorded interviews and keep recorded voice logs of their field experience. Other technologies that we use are drones, air quality instructions, sound level meters, water quality instruments, and other environmental diagnostic instruments.

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In my experience both traditional and online teaching have their own benefits that cannot be overlooked. In a traditional classroom the interaction between students among themselves and between teachers is stronger than that with the learning material. On the contrary online learning has the opposite effect where interaction with the material is more prominent than with other teachers and/or students. My teachers through both have tried different strategies to interact with me and my colleagues, the most used being: group discussions where we were divided in teams of usually 3 to 5 students to talk about a specific topic and hands-on projects where we were made to use our knowledge to create presentations on various things. I find both of them effective since they fo not only enhance engagement but also collaboration and critical thinking.

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I feel Blended and Flipped mode are the most effective for interacting with students in the teaching and learning process. I use blended mode in my teaching learning environment to engage my students. As the duration in the conventional classroom is not sufficient for every learner to share the learning, they can learn and share in their time of convenience. The peer group learner get every possibility not only to discuss, but also go with self/peer assessment of their learning, facilitated by the teacher. And the blended mode is done with help of our institutional LMS - MOODLE platform. The students have every possibility to use multimedia in this platform. I also used this padlet wall and voice thread in the process of sharing their experience.

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While studying and teaching, I caught myself giving more opportunities to online teaching, rather than the traditional way of learning. Internet can be the most helpful tool a teacher can have, having endless services, apps and websites that can help the students (young or not) understand certain things more easily than using the chalk- chalkboard way.

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I think one of the most innovative ways bearing in mind the social presence is to intersperse lessons with tools like mentimeter for constant feedback and kahoot for gamification of learning in order to let your students feel free to give their best. you realize that you learn more from your learners than you could have done on your own.

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In my teaching and learning setting, I have found that a blend of synchronous and asynchronous communication methods is the most effective for interacting with students. While traditional methods such as emails and discussion boards are valuable for asynchronous engagement, I have discovered that hosting regular virtual office hours and interactive live sessions via Zoom or similar platforms greatly enhance student engagement. However, one specific strategy that has proven exceptionally effective in engaging learners in my online education setting is the use of peer-led group discussions. I assign students into small groups, and they are responsible for discussing specific topics or assignments among themselves, while I act as a facilitator. This not only encourages active participation and critical thinking but also fosters a sense of community and collaboration among students, making the online learning experience more enriching and interactive.

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Engaging students in online education can be achieved through a variety of strategies, including interactive discussion boards, live video lectures, virtual office hours, gamification, collaborative projects, multimedia content, feedback and assessment, webinars with guest speakers, peer review, and personalized learning paths. Tailoring these approaches to individual needs and learning styles is key to fostering a dynamic and effective online learning environment.

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Drawing from my personal experience as a student, the most effective approach, despite its challenges, is the adaptation method. In this strategy, teachers delve into understanding each student's unique learning habits and methodologies, tailoring a distinct teaching plan for every individual. This personalized approach empowers students to navigate the learning journey at their own pace, fostering a profound grasp of the subject matter. However, it demands that teachers invest time and effort to discern the specific needs of each learner. The strength of this method lies in its versatility, proving effective in both traditional classroom settings and online environments.

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Among our students, we encourage constructive interaction, allow them to express their emotions, and encourage them to listen to one another, offer compliments, show gratitude, and engage in cooperative problem-solving. While we present ideas and assist in starting conversations as teachers, we eventually let the students take the lead. It improves learners' performance in online programs and reduces the sense of isolation. It is possible to encourage learners' interest in learning by ensuring that they stay involved in their virtual programs. The subject being taught and the instructor supervising them also ensures this.

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One of the effective strategy that have worked so far in my teaching and learning practices is the implementation of the Blended Learning Practices. This strategy promote both the face to face interactions and online interactions...(vise versa). One element that I have found very important with this approach is that the pupils do have the opportunity to be independent and responsible learners towards their own learning. It gives them a sense of ownership to what they are learning.

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What's best to interact with a student than chatting with them? I love seeing tutors that instead of forcefully trying to teach their students the subject they specialize into, they simply talk to their students, making the subject more like a conversation or a debate instead of a forceful, out of breath tutoring. Students have the opportunity to participate and express their opinions, even if they're completely wrong. The teacher will be capable of recognizing which student is struggling and which is the best at their work.

It's a model of the carrying teacher, the one that doesn't care if they finish the entire book by the end of the year, but the one that will sit by the student, ask the issue, resolve it and move forward.

Help is what students need, not forced education by some muppets of the state.

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I have personally found that my students need to have an interactive session when we go for online/blended learning because it is very easy to switch to a passive mode or even switch off from the main discussion. Having a visual, video clip, quote, diagram, or slide as stimulus can help them focus and provide their own response. I use breakaway rooms so that there is more focused discussion amongst the smaller groups, which then is fed back into the whole classroom discussion later on. The students are also encouraged to use the hands-up feature to indicate their wish to interact or ask pertinent questions or make comments. I often use the chat box on MS Teams so that those who feel a bit more shy can also share their views easily. I have found that discussion forums on Moodle also help students to provide their point of view and engage with each other on a specific topic or question. Finally having flipped sessions and presentations also open up the online session for more meaningful interactions.

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In order to engage my students in online learning, firstly I try to give very clear and concise instructions on carefully prepared activities for the students. I maximize on interactive learning activities by enriching videos, documents, or presentations for students by including interactive questions, allowing for instantaneous feedbacks and comments. I try to include the latter interactive activities in both synchronous and asynchronous classrooms. I also use the discussion forum to include several discussion points where students are required to participate and whereby I keep a continuous presence by responding to some posts in order to keep the students motivated. I also give clear feedback on pre-defined criteria by using rubrics. I also tap on collaborative learning through group works where students give feedback to each other.

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Effective online teaching methods may vary depending on the subject matter, age of students, and the specific online platform used, but here is one strategy that is often found to be effective:

1. Active Learning and Participation:
Encouraging active participation is crucial for online engagement. Teachers can create opportunities for students to interact with the course content and with each other. This can be achieved through various methods, such as:

2. a. Discussion Forums: Teachers can set up online discussion forums where students can discuss topics, share their thoughts, and ask questions related to the course. They should actively participate in these discussions by asking open-ended questions and providing guidance.

3. b. Collaborative Projects: Assigning group projects or activities that require students to collaborate can be highly engaging. This allows students to work together, share ideas, and learn from one another.

4. c. Interactive Quizzes and Polls: Incorporating interactive elements like quizzes, polls, and surveys into the online coursework can break the monotony and make learning more engaging.

5. d. Peer Review: Implementing a peer-review system where students review and provide feedback on each other's work can foster critical thinking and collaboration.

6. e. Live Virtual Sessions: Hosting live video sessions, webinars, or office hours can create a real-time connection between teachers and students. It allows for direct interaction, immediate feedback, and the opportunity to address questions and concerns.

7. f. Gamification: Introducing gamified elements into the curriculum, such as badges, points, or leaderboards, can motivate students to engage more actively in their learning.

8. g. Personalized Feedback: Providing personalized feedback on assignments and assessments is essential. It demonstrates that the teacher is attentive to individual progress and can help students improve.

9. h. Use of Multimedia: Incorporating multimedia elements, like videos, interactive simulations, and multimedia presentations, can make the learning experience more engaging and cater to different learning styles.

The key to these strategies is to create a sense of community and active involvement among students, fostering a more dynamic and engaging online learning environment. Additionally, providing clear guidelines, timely feedback, and ongoing support is crucial for student success in an online education setting. Please keep in mind that since my knowledge is based on information available up to September 2021, there may be new and evolving strategies and technologies in the field of online education.

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In an online education setting, there are several effective ways to interact with students and engage them in meaningful learning experiences. One strategy that I find particularly effective is the use of discussion forums and peer-led discussions.

Discussion forums provide a platform for students to interact with their peers and instructors, share their thoughts, ask questions, and explore course content in depth. Here's how it typically works:

1. Structured Topics: Instructors create discussion topics related to the course material or specific assignments. These topics are designed to encourage critical thinking and in-depth analysis.

2. Guidelines: Clear guidelines are provided to students on how to participate in discussions, including expectations for the frequency and quality of their contributions.

3. Peer Engagement: Students are encouraged to respond to their peers' posts, fostering a sense of community and peer-to-peer learning.

4. Instructor Participation: Instructors actively participate in discussions, providing guidance, asking probing questions, and ensuring that the conversation stays on track.

5. Assessment: Participation in these discussions is often part of the course assessment, which motivates students to engage actively.

This strategy is effective for several reasons:

Active Learning: It promotes active engagement with course content and encourages critical thinking. Students must read, reflect, and respond to their peers, deepening their understanding.

Community Building: It helps build a sense of community within the online classroom, reducing the feeling of isolation that some online learners may experience.

Peer Teaching: Students can learn from their peers, offering different perspectives and insights on the same material.

Accountability: Knowing that their contributions are being assessed, students are more likely to come prepared and participate actively.

Overall, this strategy leverages the advantages of online communication and collaboration to foster a vibrant and interactive learning environment, which is essential in the online education setting.

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I am an administrator that works with developing fully asynchronous courses. There the content and activities used must be explicit enough for students to successfully meet weekly course objectives. I find that in courses where students do not have face-to-face interaction, gamification works extremely well. Therefore, most assessments or activities are created in this manner. Additionally, through the use of an LMS, students are able to connect with a course facilitator to answer any questions or concerns that they may have along the way.
Posted by: Antonia Bain

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I find it easy to have them engaged immediately if I start with Pre-test. This, not only, tells me what they know, but helps them open up immediately. Quizzes, group work and collaboration help in keeping students engaged. Engaging student is good because it prevents the "teacher-centered" syndrome.

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Posted by Jeff Treloar:
Anderson’s (2003) Equivalency Theorem describes for me the experience that I have had in my own journey of learning, and has provided me insight to guide how I might design/structure my own teaching strategies moving forward. I have found that providing online text materials for student-content interaction prior to structured teacher-student interaction allows for creating a baseline of common student-content knowledge for teacher-student expansion. Establishing a baseline of common student-content knowledge prior to structured student-student interaction activities (such as small group work) has demonstrated form me a higher level of student-student engagement and satisfaction with the experience. In my experience student motivation and participation effort put forth during professional workplace courses varies, and online small group (student-student) interactions can be challenging to ensure balanced student-student interaction from both a learner and teacher perspective. For this reason, I choose to avoid online ‘breakout’ sessions, and prefer to save them for in-person sessions, where the dynamic is different, and opportunities for student distraction are reduced.

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Most schools have either tablets or laptops  while a few have computer laboratories. I decided to use Moodle LMS to design lessons to train teachers on how to develop lessons and use them in class. Moodle has a 'Lesson' program that makes it easy to follow and design and online lesson. Since schools have devices and are connected, there is no reason to call them to one place when I can use online platforms to take them through on what they need to do. This is still in the infant stage, but I envisage if used properly, will save the department millions of Rands as  there will be less travelling costs, accommodation, venues, less buying of textbooks, learning can take place assynchronously, learining can take place outside normal school hours anywhere and anytime. Moreover, teachers can make learning interesting to their learners once they integrate digital technologies at their desposal.
The Moodle Lesson allows a design where text, images, quizzes, videos can be used during and after the lesson as the quiz is autmatically graded.

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HyFlex & CBLF F2F and Online teaching and learning

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HyFlex & CBLF strategy for F2F and online teaching and learning

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HyFlex & CBLF strategy for F2F and online teaching and learning

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Strategy for a student-engaged course/program design approach (tertiary vocational-focussed education), based on Beatty’s (2019) HyFlex Model and Zgraggen’s (2021) Conceptual Blended Learning Framework, allows space and room for relevant F2F and online teaching and learning practices integrating Workplace-Informed Learning (WIL).

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Interactions are critical to the teaching/learning process and one needs to focus on the consumer to decide on the best strategy to ensure optimal achievement. One strategy that is used in the face to face setting is being enthusiastic and create connections that are meaningful and relevant. My students are easily distracted so I have to be engaging so that they remain interested and at the same time make the concept realistic so they retain in long term memory

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Face to face and online student engagement

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Face to face and online student engagement

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Based on my experience as a student, the strategy that works best, despite its drawbacks, is the adaptation method. In this approach, the teacher learns each student's learning habits and methods and creates a unique teaching plan for each student. This way, a student can learn at their own pace and understand the subject better. However, this method requires that the teacher has the time and ability to understand what each person needs. The advantage of this strategy is that it can be effective in both physical and online environments.

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The type of engagement that I have found to be effective is graded discussion forums. I have found students in online learning reluctant to post in discussion forums if they know that they won't get grades for doing so. I would usually require them to respond to the questions by posting their answers and replying to their peers' posts. In addition, I ensure that they are required to post before they see their peers' posts. I have also found peer reviews quite effective.

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A specific strategy that I like is having students role-play a scenario. (This activity works well in any delivery mode and can be short or long in duration.) For example, assign students to be key thinkers in the field (ideally from over time – the early thinkers to contemporary academics.) Provide a case or a topic that they have to address from the perspective of their assigned person. It involves students learning as much as they can about the person and their perspective on a given topic. Students then have a dialogue (text-based, audio, video, or in-person) in the role of their character. Based on what they’ve learned, they will need to presume appropriate responses and not lose their character. The instructor adds to the scenario by revealing more about the case or follow-up with deeper thinking questions. The attached article provides a good overview of one faculty member's experience.

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From Km Saurty:
Regarding student engagement to develop cross-cutting skills in terms of behavior and work methodology, as indicated by various assessments, I encourage a rotating leadership approach. In this system, students take turns assuming the role of the leader. The leader is responsible for setting the agenda for their meetings in the chatroom. Additionally, all members are required to conduct research on the topic of discussion, share at least two relevant resources through the forum, and then engage in a chatroom discussion where they must justify their resource selections with well-founded arguments. Furthermore, the group collaboratively plans and assigns tasks among its members, discusses individual perspectives, and collectively formulates their findings. This collaborative effort extends to the final submission, where they work together on the written component. They have been informed that a substantial portion of their final grade is determined by their active participations in the forum and Chat.

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Some strategies to engage students include the use office hours for one on one interaction and breakout groups in Zoom to encourage discussion among peers. An effective strategy is using online discussion forums to solicit questions from students.

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I am using the principles developed during my online class (Covid). I provide short content to my students. Either in the form of written notes or video description that they must view or read and make their notes. In class, we can then discuss in detail the content of the lesson. This is then followed by a short assessment in the form of a quiz.