Keep on task

College of Business academics and students share their insights – © RMIT University

Many online learners tell us that they are busy, feel isolated and have difficulty navigating systems, learning resources, activities and assessments. Good learning design addresses most of these issues but you must encourage learners to stay on task and on track. Inspire learners to engage with you, with their peers, and with the learning resources by sending them regular updates, being present in the learning environment and modelling participatory behaviour. You should be the ‘guide on the side’ – the active facilitator who directs, supports, encourages and assists learners to navigate their learning journey. You must also be present to minimise any sense of isolation and to provide the structured support necessary for successful outcomes. Learners constantly tell us that they really want to know that you are present and there for them.

“Keep in contact regularly. Keep it conversational…I’m always pitching a message.” 

Associate Professor Kathy Douglas, RMIT University

Strategies

Using announcements

Keep learners on task by posting weekly announcements that provide information about assessment and learning activities, that give constructive feedback and that link to relevant resources.

Here’s a model you might like to use when writing or presenting an announcement:

• Signal the stage at which learners should be
• Introduce the new topic, how it links to previous topic/s, the associated learning activities and how they build towards the assessment
• Discuss in a few sentences the content to be covered, highlight the key points, any challenges the learners may experience, and any additional resources that may be relevant
• List the week’s activities, readings and discussions with which the learner must engage, and hyperlink to them so learners can go directly to them from the announcement
• Link learners to asynchronous and synchronous sessions, recorded videos, and whatever else they may need to keep on track.

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Announcement example

“Following on from last week’s topic, you should be working your way through Week 3’s content, chapters 2 and 3 from the prescribed text, as well as the reading from Watts (2015). Make sure you participate actively in this week’s discussions – this is where it all comes together. I have invited an industry colleague to contribute, too.

We are also two weeks away from the due date for assessment task 1. Over the coming weeks, each of the learning activities have been developed to build your skills and to practice what is required in the assessment.

See you in the discussions and during our live web conferencing session. For those who cannot attend, our live sessions are recorded.”
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Using short videos

You can record video announcements. Many facilitators find this a relatively quick option (using their phones). Videos can be used for reminders, announcements and explanations. They should not be too long, your tone should be perky. You should try and use visuals like images, graphs or quotations if you have time and the skills, otherwise don’t complicate your video unnecessarily. Similarly, voiceover PowerPoints can be effective as can other desktop capture software or even programs like Powtoon.

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Example of a short video

Consider this video by Professor James Arvanitakis from Western Sydney University.

It is conversational in tone, clearly structured and states the number of items to consider to highlight and reinforce. Why not try it?

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“It keeps you motivated and focused on what you really need to do.”

Online student, RMIT University

When making a video recording it is suggested that you:

1. Make sure your physical space is free of noise and distractions – unless you are setting your video in a workplace or community setting for a purpose.
2. Write a few points as a prompt, but do not simply read the message.
3. Practice what you want to say before you start filming.
4. Check that your camera is positioned correctly and that lighting is good.
5. Speak clearly, smile and speak at a steady pace.
6. Look into the camera when speaking (speak directly to learners so you personalise the experience) and use visuals, if appropriate.
7. Avoid eating, chewing or drinking while on camera.
8. Avoid wearing stripes, checks or dotted clothing as this can lead to camera strobing.
9. Supply a transcript of your video message to ensure accessibility for all learners.

Use your mobile phone to record a short video to do one of the following:

1. Explain a key concept for learners.
2. For Week 1, create an overview that explains why your course matters.
3. After an assessment task, record a summary of common issues as well as things that were done well to post as group feedback.

If you have never recorded a video you may need a couple of takes – but it does not need to be perfect.

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Conducting effective online discussions from COFA Online, © University of NSW 

A student resource to assist in writing discussion posts  from the Center of Technology Services for Online Teaching, © Western Kentucky University

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Online teamwork and collaboration from COFA Online, © University of NSW 

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