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Tec 541 Topic 2 Online Engagement Strategies

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A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement

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(2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments: Vol. 28, No. 4, pp. 464-481.

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Abstract

Education in an online setting is an increasingly popular method of instruction. Previous studies comparing college or high school student performance in online and face-to-face courses found, in most cases, similar achievement between conditions. However, research is lacking regarding middle school students' academic performance and attitudes toward online learning. This counterbalanced, repeated measures study examined a mixture of qualitative and quantitative data examining the attitudes of 46 Caucasian sixth grade middle school students (24m, 22f) as they studied ten mathematics topics, alternating between online learning using laptop computers in a classroom and traditional face-to-face instruction. Previously, academic achievement of these same students was shown to be equivalent between conditions. Results of the current attitude analysis showed that a majority of students preferred online instruction for understanding of mathematical concepts and rated online learning significantly higher with a large effect size (Cohen's d = 0.72) in enjoyment of learning, although ratings decreased somewhat over the school year indicating loss of initial novelty. Students indicated that communication and the ability to work at a personal pace were two areas important to their attitudes toward working in an online setting.

Citation

Edwards, C. & Rule, A. (2013). Attitudes of Middle School Students: Learning Online Compared to Face to Face. Retrieved October 31, 2021 from Journal of Computers in Mathematics and Science Teaching, 32(1), 49-66. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/40411/.

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Attitudes of Middle School Students: Learning Online Compared to Face to Face

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Education in an online setting is an increasingly popular method of instruction. Previous studies comparing college or high school student performance in online and face-to-face courses found, in most cases, similar achievement between conditions. However, research is lacking regarding middle school students' academic performance and attitudes toward online learning.

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Traditional Learning Vs. Online Learning: Differences, Advantages, And Disadvantages

These days online courses/training have become extremely popular, as more and more institutes and companies are offering courses online. However, despite the popularity of online education, vast groups of people consciously stay away from such methods, mostly due to misconception. At the same time, despite the rising popularity of online courses, traditional (classroom) training is fighting back and trying to adopt newer means of retaining learners' interest. There are always two sides of a coin. For some individuals, online training is more appropriate, while for others classroom training is the preferred delivery method.

Let us compare the two methods.

Online Learning

People take professional level courses usually to increase their qualifications and enhance their career opportunities in their jobs. For example, to get promotion in higher level and higher paid jobs; in management related professional degrees, diplomas are helpful. However many employees may be exhausted after their work and don't want to attend regular classes. So, naturally, an online class is more convenient for them, as it saves valuable time, money, and energy.

The best thing about online learning is that individuals can take a course from the comfort of their office or home. Even with a busy schedule, one can find some spare time to take a course or study for it.

In online classes, the learner is not directly interacting with the faculty. So in case of having any questions, they may find it difficult to ask their online instructor, as communication is often very impersonal. However, these courses often offer alternatives to live query resolution like online forums, emails, and chatrooms. Using these alternatives can be helpful for individuals to get their queries answered.

People often think that interacting with a trainer live is the best way to learn, as it is interactive and allows for two-way communication. For such types of people, synchronous online courses will be more appropriate.

Another way to acquire knowledge through an online medium is by searching on different search engines like Google, Bing, etc. Although this helps by reducing the amount of books one has to read, there may be too many sources of information one has to read, and choose the relevant ones, which can result in information overload.

Thus online learning may be more suitable for grownups who are continuing their education while they're working in their regular jobs.

Traditional Learning

Traditional classes are more suitable for young children, teenagers, and young adolescents who are yet to join the workforce. Regular attendance in classes helps them interact with other individuals of their own age, be better disciplined, follow a regular schedule, and improve their physical fitness and mental alertness.

Classroom learning helps students and teachers know each other in a better manner. This allows teachers to know the students and evaluate their strengths and weaknesses better, act as mentors, and guide students in their career possibilities.

In a traditional classroom, students can directly share their views and clarify their own queries with the teacher, thus getting their questions answered right away.

Most of the time books and classroom notes are very useful for studying and passing exams. Understanding the Question & Answer pattern, and with suggestions provided by experienced teachers, students can find it more helpful to learn than when using generalized online notes and suggestions available on the internet.

Also, classroom learning is more helpful due to a continuous interaction between students and teachers, as it helps students to get rid of their fears regarding exams, which can rarely happen with online guidance.

Lastly, interactions with good teachers help motivate students to achieve higher marks.

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Traditional Learning Vs. Online Learning

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Want to know about the differences between classroom learning and online education? Check the differences between Traditional Learning Vs. Online Learning.

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NearPod has a wonderful library of educational videos connected to the curriculum.  Questions are included to check for understanding.

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It's simple to get started!

Simply send an email to sarah@mobymax.com, with the following information for each teacher that you would like to include in the school or district pilot:

Teacher full name

Teacher email address

School name

That's it! We'll do all the work to get your teachers started with MobyMax.

If you have any questions, please give us a call at 888-793-8331.

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Award-winning MobyMax helps struggling learners quickly catch up to grade level and closes learning gaps for all your students. Find and fix missing skills with personalized learning, pinpoint assessments, and motivating rewards.

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Boom Cards are fun interactive slides with moveable pieces.    Teachers can use them in the classroom or post them as assignments on their LMS.  

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EdPuzzle provides educational videos that can be paused to insert questions. This can be used as an assessment tool in class or during online learning.

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"Technology in the classroom allows students to gain a deeper understanding of topics that interest them, collaborate with each other, and direct their learning."

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Piecemeal, pen-and-paper, day-by-day curriculums didn't allow for flexibility or scalability

Difficulty designing curriculums and lessons for new grades as the school expanded, particularly for new teachers and substitutes

Lack of alignment and sporadic collaboration, based on individual preference, ability, and time

Solution Results

An accessible and flexible online platform to help with planning

Ability to bring over successful lessons from previous years-no more starting from scratch for new teachers or substitutes

Ability to check for vertical and horizontal alignment, providing curriculum consistency between grades, subjects, years, and teachers

At the beginning of every school year, Rebecca McGinnis would climb Mt. Everest without a guide. She would sit at her desk in front of her school calendar, with just paper and pencil, to try to map lessons for the coming months.
She was a new teacher, too. So, on top of wrapping her head around the school year ahead, she was simultaneously striving to survive knowing the whole process would repeat the following year.

"It just seems very overwhelming...I definitely had feelings of, is this even something I can accomplish? Am I on pace? Am I on track? Is this an appropriate amount of time?" recalls the Social Sciences teacher at New Hope Christian Academy.

McGinnis was one of the teachers working at New Hope before the school first discovered the online lesson planner and gradebook used by 600,000+ teachers worldwide, and eventually the complete Unified Classroom ® Curriculum and Instruction solution.

McGinnis was still relatively new to teaching when tasked with designing curriculums and lessons for high school classes that no teacher had previously taught at New Hope. That wasn't easy, she says.

"I was given the pacing guide that was in the text, and beyond that, it was just my own structure. I did look up a couple of other sample pacing guides from other schools or other curriculums, but it was very much a rough, pieced-together thing," she says.

And those pieced-together curriculums were pen-and-paper creations-meaning that, although they served her well at the beginning of the year, things could go off track quickly when she had to adjust for snow days, changes in schedule, or anything else that came up in the classroom.

While veteran teachers or those who had good pedagogy may have been penning their curriculum maps, like McGinnis, many were planning day-by-day only. And, being a relatively small school, not every teacher had a counterpart to reach out to for help. "They might be the only ninth-grade social studies teacher or the only fourth-grade math teacher, so they may not have somebody to bounce ideas off of," says Kim Shepherd, New Hope's Elementary Principal.

New Hope needed a solution that would:

Start new teachers off with confidence

Provide a way to plan for new grade levels and subjects

Offer a more straightforward method to organize the entire school year

Encourage consistency in planning across the faculty

Allow teachers the ability to adjust curriculum in response to unexpected changes

Provide a solid starting point for planning each year and each class

Even with co-teachers, collaboration was sporadic, based on individual preference, ability, and time. "There wasn't a lot of consistency across the board. We were just kind of surviving at that point, picking and choosing what we could do."

Those day-by-day plans became cumbersome for administration, Shepherd adds. She would receive planning packets every week, but not everyone was on the same page. She did what she could, but "felt sometimes like [she] was just dumping some books in their lap and saying 'good luck'-there wasn't a great map or a plan to give them."

To further complicate matters, this happened when New Hope was going through a higher-than-usual period of turnover. The school was hungry for a more reliable approach to curriculum mapping and lesson planning that would also start new faculty on the right foot.

Step by Step, Win by Win

The following year, New Hope adopted Unified Classroom ® Curriculum and Instruction across the board-from preschool to 12th grade.

"I think what stood out most was the simplicity of it," Shepherd remembers. She saw immense value in the way teachers could input their curriculum and lesson details and produce an organized plan-color-coded and scheduled. She also appreciated the accessibility and flexibility of an online platform (also available on iPhone, iPad, and Android devices) to help with planning anytime, anywhere.

But most importantly, she saw the potential to solve many of her school's challenges. For example, "the curriculum mapping feature was huge because we knew that was an area that we were lacking in," she says.

McGinnis was among the first to jump on board. "Unified Classroom ® Curriculum and Instruction made it very easy to set up the whole structure of the year, the curriculum, the standards. And then you could very easily visualize what that would mean," she says. "I could put in how many lessons I typically do and literally see where the blanks are, see where the holes are in the standards."

"The unit view makes it really easy to move things around. I can put on the test and quickly bump it down if I feel like an activity might actually take us two days," she says.

Rather than thinking about every single class for the whole day, she was able to hyper-focus on just one class or one unit at a time, which made her planning process much smoother.

She no longer felt like she was flying by the seat of her pants. Instead, she was aware of the gaps in her curriculum and her class's progression throughout the year. "It's a very good feeling to be able to sit here and say, I covered what I was supposed to cover this year because [we hit] the standards checkpoint and I'm on pace with what I had set out," she says. "I know where I'm supposed to be, and I know where I am."

And Shepherd appreciates the consistency that's growing between grades, subjects, years, and teachers, particularly among some of her elementary classrooms where teachers educate across up to seven or eight subjects a day.

No more starting from scratch-teachers can bring over successful lessons from previous years. They're free to make changes based on their style or the students in the classroom.

That saves teachers time and energy, especially as curriculum maps and lesson plans improve over time, and it also helps new teachers by giving them a strong starting point. And it aids substitute teachers, too, who now have easy access to a well-thought-out resource that keeps students learning continuously.

With Curriculum Map Comparisons, teachers and administrators can check for vertical and horizontal alignment, too, Shepherd adds. "To be able to look at second grade and third grade and fourth grade together and look at where we are introducing multiplication and how it's being taught at each of those grade levels, is a really cool feature that I'm hoping to use more."

As Shepherd puts it, "the things that we knew were issues-substitute plans, vertical alignment, ensuring daily lesson plans are significant and sufficient-Unified Classroom ® Curriculum and Instruction addressed."

Looking Forward with New Hope

For Shepherd, consistency has been one of the most valuable outcomes over the past seven years with Unified Classroom ® Curriculum and Instruction.

"Bringing Unified Classroom ® Curriculum and Instruction...brought in a level of confidence. I knew the work I was doing. I was not starting over next year," she says. And you'll find that same boost in confidence and consistency-along with the benefits that come from it-across the students and faculty.

"The students benefit from teachers being more confident and more secure in their plans. By nature of having solid lesson plans, it made the classroom experience better for the [students]."

"Rather than everybody doing their own thing, and it being hit-and-miss in the effectiveness of grade levels and coverage of standards, I can much more confidently say now: yes, we are teaching all of the fifth-grade science standards," she says. She knows what's covered because she can see it on the curriculum map.

But for McGinnis, the most significant payoff is her confidence when she enters a new school year. "I knew the work I was doing, I was not starting over," she says.

"It makes it more efficient and boosts my confidence-and then the attention can be put on other things that don't make that initial beginning of a school year or a new class as overwhelming."

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Learn how one Ohio school moved from paper-and-pencil-based curriculum management to a flexible, accessible solution built to accelerate learning gains and save teachers time.

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FlipGrid provide an opportunity for students to share a 10 min video. This is a great way for older students to collaborate and apply their knowledge.