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There I was, standing in front of my face-to-face Introduction to Psychology class on a sunny Monday afternoon in spring 2024. I was watching as a few of my students took notes while the remaining students sat passively, perhaps hoping my animated gestures and pacing would somehow osmotically transfer my explanation of classical conditioning into their brains. Meanwhile, in my online section of the same course, students worked through carefully crafted modules at their own pace, their participation in discussion boards ebbing and flowing unpredictably. That’s when it hit me—despite years of teaching experience, I’m still searching for ways to spark the same level of engagement whether I’m interacting with students face-to-face or through carefully designed asynchronous activities. These parallel yet distinct teaching environments demand intentional strategies that can adapt while maintaining their power to actively engage students in the learning process.
Rethinking Active Learning for Asynchronous Spaces
Traditional active learning techniques that work beautifully in my face-to-face classes often fall flat in the asynchronous online environment. Take the classic “turn to your neighbor and discuss” prompt that energizes my traditional classes—there’s no direct equivalent when students are logging in at different times throughout the week. Yet simply abandoning these proven engagement strategies isn’t the answer. Instead, we need to reimagine active learning for both spaces, maintaining the core principles while adapting the execution. The key is finding techniques that preserve what makes active learning so powerful—student engagement, peer interaction, and immediate application of concepts—while acknowledging the unique constraints and opportunities of each learning environment.
One of the most powerful techniques in my traditional classroom is the think-pair-share discussion format. Students have those precious moments to gather their thoughts before turning to a classmate to discuss concepts like confirmation bias or the impact of classical conditioning on everyday behavior. The students are energized as pairs merge into small groups, building on each other’s insights before sharing with the whole class. But how do we capture that same collaborative energy in an asynchronous environment?
I’ve found success by structuring online discussions in three distinct phases that mirror the in-person experience. First, students post their initial response to a thought-provoking prompt (the “think” phase). Then, they must meaningfully respond to two classmates’ posts, building on their ideas rather than simply agreeing (the “pair” phase). Finally, students return to their original post and reflect on how their understanding has evolved after engaging with their peers’ perspectives (the “share” phase). The key is crafting prompts that demand critical thinking—instead of asking “What is classical conditioning?” I might ask “How would you use classical conditioning principles to help someone overcome their fear of public speaking?”
Timing matters, too. In my face-to-face class, I allow two to three minutes for individual reflection, five minutes for pair discussions, and 10 minutes for group sharing. Online, I’ve found success with a similar proportional structure: two days for initial posts, three days for peer responses, and two days for final reflections. This creates a rhythm that keeps the discussion moving while accommodating varied schedules.
Designing Collaborative Learning Experiences
Interactive content creation transforms how students engage with course material in both environments. In my traditional classes, I divide students into small groups to create concept maps exploring the relationships between different psychological disorders. Armed with markers and paper, they work collaboratively to connect concepts like anxiety, depression, and trauma responses, discovering links they might have missed studying alone. The energy is palpable as groups share their maps, debating connections and building on each other’s insights.
For my online students, I’ve adapted this activity using collaborative digital tools. Students work in small groups throughout the week to build their concept maps using shared online workspaces. Each student must add at least three concepts and make meaningful connections to their groupmates’ contributions. The asynchronous format actually offers an advantage here – students have time to think deeply about their contributions and can watch their group’s map evolve over several days. I provide specific deadlines for initial contributions and peer feedback to maintain momentum.
I have found that the key to success in either environment lies in providing clear examples of strong concept maps at the outset, establishing specific criteria for meaningful connections, and requiring students to explain their reasoning for each link they create. Deadlines for each phase keep the momentum going, while incorporating peer evaluation into the final grade ensures consistent participation. The resulting maps often reveal insights that surprise both me and my students, demonstrating how collaborative learning can deepen understanding regardless of the teaching modality.
Measuring Engagement and Refining Strategy
One-minute papers serve as powerful self-assessment tools in my traditional classes. For example, at the end of our discussion on memory formation, I ask students to quickly write down the most important concept they learned and one question they still have. This simple exercise reveals gaps in understanding and helps students consolidate their learning. In our next class, I address the most common questions, creating a feedback loop that keeps everyone engaged.
For my online students, I’ve transformed this into structured reflection journals. After completing each module, students must identify their key takeaway and pose one substantive question about the material. The asynchronous format allows for deeper reflection, and I’ve noticed online students often make fascinating connections to their personal experiences. Each week, I compile the most thought-provoking questions into a FAQ document, creating a collaborative resource that benefits the entire class.
Success in both formats require clear guidelines about what constitutes a meaningful reflection versus surface-level observations. Students stating that “the limbic system processes emotions” won’t suffice—they need to explain how this knowledge changes their understanding of human behavior. This approach not only reinforces learning but also develops critical thinking skills that serve students well beyond our course.
Measuring engagement across different learning environments requires that I use a systematic approach. In my traditional classroom, I track participation through observation and collect quick feedback via index cards. For my online students, I monitor not just the frequency but the quality of their discussion posts and collaborative work. The key metrics that I use remain consistent across both spaces: depth of analysis, peer interaction quality, and concept application.
I use a simple framework that examines three elements: initial engagement (participation in discussions or activities), sustained interaction (meaningful responses to peers), and learning application (connecting concepts to real-world scenarios). For each component, I look for evidence of critical thinking rather than mere completion. This approach helps identify which strategies are working and which need adjustment.
Beyond quantitative measures, I pay attention to qualitative indicators like the sophistication of student questions and the complexity of peer-to-peer discussions. These insights guide my refinement of teaching strategies in both environments, ensuring that active learning remains effective regardless of delivery method.
As the spring semester progressed, I saw the impact of the adapted strategies in both my traditional and online psychology classes. Those initially passive students in my traditional class began to engage in our active learning exercises, while my online students built an active learning community through their thoughtful asynchronous interactions. In my experience, the key isn’t choosing between traditional and online teaching methods—it’s understanding how to preserve active learning while adapting strategies to fit each unique environment. By reimagining rather than simply transplanting these strategies, we can create engaging learning experiences that work effectively across both spaces.
Dr. Dunja “Dee” Trunk, a professor of psychology at Bloomfield College of Montclair State University, has a passion for teaching and a genuine belief in the transformative power of education.
There I was, standing in front of my face-to-face Introduction to Psychology class on a sunny Monday afternoon in spring 2024. I was watching as a few of my students took notes while the remaining students sat passively, perhaps hoping my animated gestures and pacing would somehow osmotically transfer my explanation of classical conditioning into their brains. Meanwhile, in my online section of the same course, students worked through carefully crafted modules at their own pace, their participation in discussion boards ebbing and flowing unpredictably. That’s when it hit me—despite years of teaching experience, I’m still searching for ways to spark the same level of engagement whether I’m interacting with students face-to-face or through carefully designed asynchronous activities. These parallel yet distinct teaching environments demand intentional strategies that can adapt while maintaining their power to actively engage students in the learning process.
Rethinking Active Learning for Asynchronous Spaces
Traditional active learning techniques that work beautifully in my face-to-face classes often fall flat in the asynchronous online environment. Take the classic “turn to your neighbor and discuss” prompt that energizes my traditional classes—there’s no direct equivalent when students are logging in at different times throughout the week. Yet simply abandoning these proven engagement strategies isn’t the answer. Instead, we need to reimagine active learning for both spaces, maintaining the core principles while adapting the execution. The key is finding techniques that preserve what makes active learning so powerful—student engagement, peer interaction, and immediate application of concepts—while acknowledging the unique constraints and opportunities of each learning environment.
One of the most powerful techniques in my traditional classroom is the think-pair-share discussion format. Students have those precious moments to gather their thoughts before turning to a classmate to discuss concepts like confirmation bias or the impact of classical conditioning on everyday behavior. The students are energized as pairs merge into small groups, building on each other’s insights before sharing with the whole class. But how do we capture that same collaborative energy in an asynchronous environment?
I’ve found success by structuring online discussions in three distinct phases that mirror the in-person experience. First, students post their initial response to a thought-provoking prompt (the “think” phase). Then, they must meaningfully respond to two classmates’ posts, building on their ideas rather than simply agreeing (the “pair” phase). Finally, students return to their original post and reflect on how their understanding has evolved after engaging with their peers’ perspectives (the “share” phase). The key is crafting prompts that demand critical thinking—instead of asking “What is classical conditioning?” I might ask “How would you use classical conditioning principles to help someone overcome their fear of public speaking?”
Timing matters, too. In my face-to-face class, I allow two to three minutes for individual reflection, five minutes for pair discussions, and 10 minutes for group sharing. Online, I’ve found success with a similar proportional structure: two days for initial posts, three days for peer responses, and two days for final reflections. This creates a rhythm that keeps the discussion moving while accommodating varied schedules.
Designing Collaborative Learning Experiences
Interactive content creation transforms how students engage with course material in both environments. In my traditional classes, I divide students into small groups to create concept maps exploring the relationships between different psychological disorders. Armed with markers and paper, they work collaboratively to connect concepts like anxiety, depression, and trauma responses, discovering links they might have missed studying alone. The energy is palpable as groups share their maps, debating connections and building on each other’s insights.
For my online students, I’ve adapted this activity using collaborative digital tools. Students work in small groups throughout the week to build their concept maps using shared online workspaces. Each student must add at least three concepts and make meaningful connections to their groupmates’ contributions. The asynchronous format actually offers an advantage here – students have time to think deeply about their contributions and can watch their group’s map evolve over several days. I provide specific deadlines for initial contributions and peer feedback to maintain momentum.
I have found that the key to success in either environment lies in providing clear examples of strong concept maps at the outset, establishing specific criteria for meaningful connections, and requiring students to explain their reasoning for each link they create. Deadlines for each phase keep the momentum going, while incorporating peer evaluation into the final grade ensures consistent participation. The resulting maps often reveal insights that surprise both me and my students, demonstrating how collaborative learning can deepen understanding regardless of the teaching modality.
Measuring Engagement and Refining Strategy
One-minute papers serve as powerful self-assessment tools in my traditional classes. For example, at the end of our discussion on memory formation, I ask students to quickly write down the most important concept they learned and one question they still have. This simple exercise reveals gaps in understanding and helps students consolidate their learning. In our next class, I address the most common questions, creating a feedback loop that keeps everyone engaged.
For my online students, I’ve transformed this into structured reflection journals. After completing each module, students must identify their key takeaway and pose one substantive question about the material. The asynchronous format allows for deeper reflection, and I’ve noticed online students often make fascinating connections to their personal experiences. Each week, I compile the most thought-provoking questions into a FAQ document, creating a collaborative resource that benefits the entire class.
Success in both formats require clear guidelines about what constitutes a meaningful reflection versus surface-level observations. Students stating that “the limbic system processes emotions” won’t suffice—they need to explain how this knowledge changes their understanding of human behavior. This approach not only reinforces learning but also develops critical thinking skills that serve students well beyond our course.
Measuring engagement across different learning environments requires that I use a systematic approach. In my traditional classroom, I track participation through observation and collect quick feedback via index cards. For my online students, I monitor not just the frequency but the quality of their discussion posts and collaborative work. The key metrics that I use remain consistent across both spaces: depth of analysis, peer interaction quality, and concept application.
I use a simple framework that examines three elements: initial engagement (participation in discussions or activities), sustained interaction (meaningful responses to peers), and learning application (connecting concepts to real-world scenarios). For each component, I look for evidence of critical thinking rather than mere completion. This approach helps identify which strategies are working and which need adjustment.
Beyond quantitative measures, I pay attention to qualitative indicators like the sophistication of student questions and the complexity of peer-to-peer discussions. These insights guide my refinement of teaching strategies in both environments, ensuring that active learning remains effective regardless of delivery method.
As the spring semester progressed, I saw the impact of the adapted strategies in both my traditional and online psychology classes. Those initially passive students in my traditional class began to engage in our active learning exercises, while my online students built an active learning community through their thoughtful asynchronous interactions. In my experience, the key isn’t choosing between traditional and online teaching methods—it’s understanding how to preserve active learning while adapting strategies to fit each unique environment. By reimagining rather than simply transplanting these strategies, we can create engaging learning experiences that work effectively across both spaces.
Dr. Dunja “Dee” Trunk, a professor of psychology at Bloomfield College of Montclair State University, has a passion for teaching and a genuine belief in the transformative power of education.
Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.
With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.
1. Ask the students what they want
An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.
2. Give them what they want
Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”
3. Give them what they don’t know they need
We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.
4. Develop relationships with the students
Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.
5. Create opportunities for peer mentoring
Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.
After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.
Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.
Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.
Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.
Creating a sense of belonging is crucial to student success and persistence, especially for nontraditional, working students in online programs. Our professional science master’s (PSM) in biotechnology degree is designed for working professionals, offering primarily online and evening courses that emphasize applied learning and professional development. The degree plan combines basic science courses and lab work in biotechnology with a strong foundation in business and professional skills. A required industry internship ensures graduates enter the biotech workforce with real world experience. The program’s rigorous nature, combined with students’ full-time jobs and family commitments, leaves little time to build peer connections or a sense of community.
With funding from the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Math (NSF S-STEM) program, we provide scholarships and support students with co-curricular activities to enhance their educational experience. While awarding scholarships was straightforward, fostering engagement in these activities and building a strong community proved far more challenging. How do you cultivate connection, retention, and career development among busy, online STEM students? Here, we share five strategies that have helped us successfully create a sense of community in our program.
1. Ask the students what they want
An integral part of community building is having students meet as a group, whether in person or online. To increase the likelihood of student participation, we first invited their input on what types of events they want to attend, and when. Each semester, we ask students to fill out an availability form and use this information to provide both in person and online meeting opportunities each month, which allows us to meet the diverse needs of our busy students. Our experience indicates students are more likely to attend events when they are given a voice in the planning process. We send out a questionnaire asking them for their ideas and preferences for monthly cohort meetings each semester and schedule events with their ideas in mind.
2. Give them what they want
Monthly cohort meetings include a variety of events that address the multifaceted needs of the students: professional, academic, social, creative, and physical/ mental well-being. We use the student feedback to provide impactful activities that are useful and interesting to them. Many students request events that foster connections with their peers, but given the mainly online format of the program, this can be a challenge. While academic or professional topics may be presented either in person or on Zoom, we schedule purely social events, such as a dinner at a local hotspot, as in-person activities only. To feed the creative side of our STEM students, we have also hosted water coloring tutorials and rock painting socials where students are able to simply relax and catch up with each other. To deal with the stresses of graduate school and promote self-care, we hosted group yoga sessions. Many times, this results in lasting friendships or a professional connection. One student commented that the cohort events “allowed me to meet amazing people that I now call friends.”
3. Give them what they don’t know they need
We also provide co-curricular activities that students may not have specifically requested. For example, we invite industry leaders who provide career advice and perspectives on specific areas in biotechnology. Students can learn from their many years of experience and get a view into a day in the life of a particular career choice, helping them to navigate their own career paths. A student may initially start the program thinking they want to establish a career in one area in biotechnology but may complete the program with a completely different career goal in mind. Guest speakers open their eyes to the different possibilities. In addition, leadership skills are an integral part of being successful in any career choice. Thus, we also invite speakers that provide workshops on how to develop effective leadership skills and practical ways to implement them. Since it is important for students to have a broad knowledge of biotechnology, we have also hosted biotechnology-related research talks to keep them abreast of current research in this field. We also provide opportunities to attend conferences and networking events. Initially, students may not grasp the power of networking in career development. Conferences provide many opportunities which not only include networking but also learning about cutting edge research and other potential career paths. To encourage conference attendance, we provide travel support and stipends for attending approved biotechnology or leadership-related conferences of their choice.
4. Develop relationships with the students
Building strong relationships with students fosters a sense of community and belonging. Beyond seeing students in class and at monthly cohort events, regular one-on-one check-ins, whether in person or via Zoom, offer a space for students to discuss both academic and personal matters in an informal setting. These meetings help track progress, provide guidance, and connect students with relevant campus resources. By maintaining continuity in conversations, faculty and advisors build trust and accountability while encouraging student engagement in co-curricular opportunities. Many students express appreciation for the personalized support, noting that it enhances their overall educational experience and sense of connection to the program.
5. Create opportunities for peer mentoring
Facilitating peer mentoring strengthens student connections and fosters a supportive community. In addition to the monthly cohort events, we also hold a yearly retreat where new, current, and past students gather. Current students and alumni provide valuable insights, guidance, and advice to the incoming students. Incorporating interactive activities like icebreakers enhances engagement and encourages meaningful connections. Alumni play a key role by offering insights, career advice, and professional networking opportunities. Maintaining alumni engagement through events and communication channels ensures ongoing mentorship and support for students. Many students credit these interactions with boosting their confidence, leadership skills, and sense of belonging within the program.
After two years, our program has shown promising results, with preliminary pre- and post-survey data indicating growth in leadership, cultural, and academic capital, as well as STEM professional identity. While our approach is rooted in a hybrid model with some events happening on campus, many of these strategies can be adapted to fully online programs through virtual mentorship, networking events, and interactive community-building activities. Creating a sense of belonging is challenging in online education, but with intentional efforts, it is possible to foster meaningful connections that enhance student success and career development. We hope these insights inspire you to build strong, engaged student communities within your own programs.
Antonette Robles, PhD is the Grant Coordinator for Project SCALE (Scholarships and Co-curricular Activities Leading to Excellence in the Biotechnology Workforce) and an Adjunct Professor of Biology Texas Woman’s University.
Stephanie Pierce, PhD is an Assistant Clinical Professor of Biology, Co-investigator for Project SCALE, and Program Director for the Professional Science Master’s program in Biotechnology at Texas Woman’s University.
Juliet V. Spencer, PhD is a Professor of Biology, the Principal Investigator of Project SCALE, and Interim Dean of the College of Arts & Sciences at Texas Woman’s University.
Could you run 100 miles? Or climb Mount Everest? Or pass college algebra online? These tasks might seem overwhelming and possibly insurmountable, yet with components of social interaction and fun distractions, more can be accomplished. For any task that feels impossible, adding pieces of social engagement and active learning can be a significant variable toward success.
For many university students, participating in an online math course brings about the distressing emotions of a monumental chore. Within the Purdue Global’s Math Department within the School of Multidisciplinary and Professional Studies, many innovative and inspiring ideas are combined with active learning tactics to promote high-presence teaching in the online classroom.
1. Anything but Text
Personalize your communication with avatars, emojis, Animojis, Memojis, Bitmojis, whatever it takes. If there is a way to convey a message using something other than text – try it out! The variety of media will likely hold attention and engagement more than any text string of characters could.
bitmoji.com – Create your own personal emoji with expressive cartoon-like poses and sayings. They are easily integrated as a Chrome extension and with mobile and desktop Gmail. Images can be saved and then used in any number of other contexts such as announcements or DB posts.
emojicopy.com – A searchable way to copy/paste emojis easily accessed via Chrome extension or website. Their emoji library includes a range of accessible-related emojis as well as embedded alt text making them Unicode ADA compliant.
Animated Memojis – (Apple devices only) – Create and save short memoji video messages, called clips. Short phrases such as “Great job.”, “Thanks for your hard work!”, “Good effort.”, can be recorded and saved for easy distribution via messages, emails and course announcements. More details at https://support.apple.com/en-gb/111115
Genmoji (iOS 18.2 only) – The latest and greatest of the emoji world. Now, you are able to create your own emoji based on a description – the sky’s the limit. As they say…Imagine it. Genmoji it.
2. Bring on the Game
Everyone likes to play games. There are many ways to mix up the monotony of skills practice using games. Many websites have free online game makers/templates.
Bingobaker.com – Create a bingo game using your own pictures, and formulas, (even bitmojis!) to review terminology, concepts or even make it a formative assessment quiz.
roomescapemaker.com – Create point-and-click games with puzzles, riddles, and clues. A fun escape room experience for an online course of any subject.
triviamaker.com – Create games of jeopardy, trivia, wheel of fortune or tic-tac-toe. Easy way to grab your students’ attention during live seminars
3. Chat it up
It is imperative to meet your online students where they are at, reaching out to them through communication channels that are currently used rather than requiring them to… well, check their email (specifically their university-assigned student email!)
Google Voice is a great way to connect with students through a phone number whether it is a phone call or text message. Google Voice allows you to share a professional phone number that will be routed through your personal device (thus hiding your personal info from students.) Since students are more apt to reach out with questions using their mobile devices, the messaging option is important. Google Voice additionally has a desktop interface (great for typing – or copy/pasting – longer text messages!)
Google Spaces (Gmail users only): This is a fantastic group chat that can be used as a study chat with file sharing and easy photo/video sharing, whereby the whole class can benefit from questions and answers. Instructors can monitor the chat but allow a student-driven community to converse and share. Furthermore, given Spaces is accessible outside of learning management systems (included in the Gmail interface), it may seem more visible to the – creating an informal space of class community.
4. Make it Mobile
Mobile devices may not be optimal (or encouraged) for completing every assignment in a course, but there are benefits to matching course activities to mobile use. Given that 85% of Blacks and Hispanics own smartphones as opposed to only 69%/67% (respectively) owning a desktop or laptop (Pew Research Center, 2021), non-traditional students are more apt to access their courses via mobile devices (Galanek et al. 2018). Mobile learning is best for:
Delivering microlearning content such as short videos/animations, how-to-guides, games, and low-stakes tasks (i.e. checklists, calendars, exit polls, or pulse check quizzes.)
Social learning / human interaction pieces such as discussion forums, social networks, or interviews with experts in the field.
Any task that is conducive to time efficiency. Allowing students to be productive by taking advantage of small learning moments whereby they can “sneak in” learning tasks during a busy day.
“Research has shown that we learn more (and retain it better) when we study in short, focused bursts than when we’re forced to sit through hour long classes — but of course your younger self that was bored to tears at school knew that already.” (Andriotis, 2015)
5. Collaborate, Collaborate, Collaborate
Online learning is inherently isolating, so whatever can be done to build community and help students make connections will be worthwhile.
Small group discussions – Many learning management systems allow for groups/teams to be built within the discussion. Making use of small group (5-8 students) vs. whole class (30 students) discussions has the opportunity to close the geographically-isolating quality of online education.
Collaborative software – Many websites/apps allow for multiple parties to work together at the same time. The simplest (for Gmail users) is probably any within the Google Suite – Doc, Sheets, or Slides, since most students are familiar with the interface and functionality. Additional sites include collaborative whiteboards such as FigJam (figma.com/figjam/), padlet.com, and mathwhiteboard.com.
These suggestions provide a superficially simple, yet practical approach to learning where the social and interactive components are important engagement tactics and inhibitors to learning difficult math concepts and skills. Let the fun begin!
Credit – Many thanks go to contributing members of Purdue Global’s Math Department within the School of Multidisciplinary and Professional Studies including, but not limited to, Leslie Johnson, Peg Hohensee, Nancy Reck, Nikki Williams, Michael Heeren, Rebecca Calahan, Tiffany Eaton, Nicolae Borota, and many College Algebra Instructors.
Kirsten K. Meymaris earned her MS in Mathematics with an emphasis on Educational Technology from the University of Colorado at Boulder. She earned a BS in Mathematics and BS in Computer Science from the University of Minnesota Institute of Technology. These degrees provide Kirsten with the foundation for experience across the entire spectrum of online education including content development, management and maintenance of online courseware and direct course facilitation. She joined Purdue University Global (PG) in 2009 as an adjunct, and in 2014, became full time for the Mathematics Department within the School of Multidisciplinary and Professional Studies. Kirsten has been recognized numerous times for her high standards and teaching practices at Purdue Global including 2024 nominee for Outstanding Fulltime Faculty and 2018 Curriculum Revision/Innovator. She has published works in scientific journals for innovative citizen science work and a contributor to recent mathematics and educational texts. At Purdue Global, Kirsten teaches many of the undergraduate courses from Survey of Mathematics to Business Statistics and Quantitative Analysis. Specifically, she manages the high-enrollment course College Algebra, emphasizing the integration of technology and active learning tactics for accessible mathematical understanding in the online world.
Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87– 105. https://doi.org/10.1016/j.cedpsych.2018.01.002
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x
Gardner, K., & Leary, H. (2023). Online learning for first-generation and underrepresented minoritized students: A literature review using a model of student engagement. Online Learning, 27(1), 263-291. DOI: 10.24059/olj.v27i1.3392
Could you run 100 miles? Or climb Mount Everest? Or pass college algebra online? These tasks might seem overwhelming and possibly insurmountable, yet with components of social interaction and fun distractions, more can be accomplished. For any task that feels impossible, adding pieces of social engagement and active learning can be a significant variable toward success.
For many university students, participating in an online math course brings about the distressing emotions of a monumental chore. Within the Purdue Global’s Math Department within the School of Multidisciplinary and Professional Studies, many innovative and inspiring ideas are combined with active learning tactics to promote high-presence teaching in the online classroom.
1. Anything but Text
Personalize your communication with avatars, emojis, Animojis, Memojis, Bitmojis, whatever it takes. If there is a way to convey a message using something other than text – try it out! The variety of media will likely hold attention and engagement more than any text string of characters could.
bitmoji.com – Create your own personal emoji with expressive cartoon-like poses and sayings. They are easily integrated as a Chrome extension and with mobile and desktop Gmail. Images can be saved and then used in any number of other contexts such as announcements or DB posts.
emojicopy.com – A searchable way to copy/paste emojis easily accessed via Chrome extension or website. Their emoji library includes a range of accessible-related emojis as well as embedded alt text making them Unicode ADA compliant.
Animated Memojis – (Apple devices only) – Create and save short memoji video messages, called clips. Short phrases such as “Great job.”, “Thanks for your hard work!”, “Good effort.”, can be recorded and saved for easy distribution via messages, emails and course announcements. More details at https://support.apple.com/en-gb/111115
Genmoji (iOS 18.2 only) – The latest and greatest of the emoji world. Now, you are able to create your own emoji based on a description – the sky’s the limit. As they say…Imagine it. Genmoji it.
2. Bring on the Game
Everyone likes to play games. There are many ways to mix up the monotony of skills practice using games. Many websites have free online game makers/templates.
Bingobaker.com – Create a bingo game using your own pictures, and formulas, (even bitmojis!) to review terminology, concepts or even make it a formative assessment quiz.
roomescapemaker.com – Create point-and-click games with puzzles, riddles, and clues. A fun escape room experience for an online course of any subject.
triviamaker.com – Create games of jeopardy, trivia, wheel of fortune or tic-tac-toe. Easy way to grab your students’ attention during live seminars
3. Chat it up
It is imperative to meet your online students where they are at, reaching out to them through communication channels that are currently used rather than requiring them to… well, check their email (specifically their university-assigned student email!)
Google Voice is a great way to connect with students through a phone number whether it is a phone call or text message. Google Voice allows you to share a professional phone number that will be routed through your personal device (thus hiding your personal info from students.) Since students are more apt to reach out with questions using their mobile devices, the messaging option is important. Google Voice additionally has a desktop interface (great for typing – or copy/pasting – longer text messages!)
Google Spaces (Gmail users only): This is a fantastic group chat that can be used as a study chat with file sharing and easy photo/video sharing, whereby the whole class can benefit from questions and answers. Instructors can monitor the chat but allow a student-driven community to converse and share. Furthermore, given Spaces is accessible outside of learning management systems (included in the Gmail interface), it may seem more visible to the – creating an informal space of class community.
4. Make it Mobile
Mobile devices may not be optimal (or encouraged) for completing every assignment in a course, but there are benefits to matching course activities to mobile use. Given that 85% of Blacks and Hispanics own smartphones as opposed to only 69%/67% (respectively) owning a desktop or laptop (Pew Research Center, 2021), non-traditional students are more apt to access their courses via mobile devices (Galanek et al. 2018). Mobile learning is best for:
Delivering microlearning content such as short videos/animations, how-to-guides, games, and low-stakes tasks (i.e. checklists, calendars, exit polls, or pulse check quizzes.)
Social learning / human interaction pieces such as discussion forums, social networks, or interviews with experts in the field.
Any task that is conducive to time efficiency. Allowing students to be productive by taking advantage of small learning moments whereby they can “sneak in” learning tasks during a busy day.
“Research has shown that we learn more (and retain it better) when we study in short, focused bursts than when we’re forced to sit through hour long classes — but of course your younger self that was bored to tears at school knew that already.” (Andriotis, 2015)
5. Collaborate, Collaborate, Collaborate
Online learning is inherently isolating, so whatever can be done to build community and help students make connections will be worthwhile.
Small group discussions – Many learning management systems allow for groups/teams to be built within the discussion. Making use of small group (5-8 students) vs. whole class (30 students) discussions has the opportunity to close the geographically-isolating quality of online education.
Collaborative software – Many websites/apps allow for multiple parties to work together at the same time. The simplest (for Gmail users) is probably any within the Google Suite – Doc, Sheets, or Slides, since most students are familiar with the interface and functionality. Additional sites include collaborative whiteboards such as FigJam (figma.com/figjam/), padlet.com, and mathwhiteboard.com.
These suggestions provide a superficially simple, yet practical approach to learning where the social and interactive components are important engagement tactics and inhibitors to learning difficult math concepts and skills. Let the fun begin!
Credit – Many thanks go to contributing members of Purdue Global’s Math Department within the School of Multidisciplinary and Professional Studies including, but not limited to, Leslie Johnson, Peg Hohensee, Nancy Reck, Nikki Williams, Michael Heeren, Rebecca Calahan, Tiffany Eaton, Nicolae Borota, and many College Algebra Instructors.
Kirsten K. Meymaris earned her MS in Mathematics with an emphasis on Educational Technology from the University of Colorado at Boulder. She earned a BS in Mathematics and BS in Computer Science from the University of Minnesota Institute of Technology. These degrees provide Kirsten with the foundation for experience across the entire spectrum of online education including content development, management and maintenance of online courseware and direct course facilitation. She joined Purdue University Global (PG) in 2009 as an adjunct, and in 2014, became full time for the Mathematics Department within the School of Multidisciplinary and Professional Studies. Kirsten has been recognized numerous times for her high standards and teaching practices at Purdue Global including 2024 nominee for Outstanding Fulltime Faculty and 2018 Curriculum Revision/Innovator. She has published works in scientific journals for innovative citizen science work and a contributor to recent mathematics and educational texts. At Purdue Global, Kirsten teaches many of the undergraduate courses from Survey of Mathematics to Business Statistics and Quantitative Analysis. Specifically, she manages the high-enrollment course College Algebra, emphasizing the integration of technology and active learning tactics for accessible mathematical understanding in the online world.
Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87– 105. https://doi.org/10.1016/j.cedpsych.2018.01.002
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x
Gardner, K., & Leary, H. (2023). Online learning for first-generation and underrepresented minoritized students: A literature review using a model of student engagement. Online Learning, 27(1), 263-291. DOI: 10.24059/olj.v27i1.3392
Online learning in high school helps students explore career pathways
For more news on online learning, visit eSN’s Digital Learning hub
We started working with an online education high school program about 10 years ago and have been expanding our use of online courses ever since. Serving about 1,100 students in grades 6-12, our school has built up its course offerings without having to add headcount. Along the way, we’ve also gained a reputation for having a wide selection of general and advanced courses for our growing student body.
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The shift to virtual learning, accelerated by the global pandemic, has fundamentally transformed the way education is delivered. As a result, the lasting impact of this transition, along with the necessary adaptations, continues to reshape how education is offered to its target market. With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. This involves evaluating the most effective methods and learning environments to engage students and enhance their achievement of desired learning outcomes.
In this light, designing and facilitating online discussions to increase student engagement, peer connection, and idea exchange, as well as creating a cohesive online learning community for knowledge creation, is far more important for the success of online education. However, delivering online education is crucial in this circumstance as it is really challenging to effectively engage students in the learning process. As students and educators adapt to digital platforms, student engagement has emerged as a key concern in online learning. Traditional classroom techniques often fall short in this new landscape, requiring educators to explore innovative instructional strategies. Two such approaches—microlearning and andragogy—offer promising solutions to enhance student engagement and knowledge retention.
In the traditional learning environment, student engagement levels varied, and educators could easily gauge participation where, in online platforms, the lack of physical presence and direct interaction makes it difficult to assess student engagement. The challenge is further compounded by students balancing their studies with household chores which can lead to decreased motivation if adequate support is not provided by the instructor. Therefore, it is evident that online learning presents a unique set of challenges. Thus, the students who study online must be self-motivated and disciplined enough to work alone as the lack of face-to-face accountability makes it easier for them to drop out without being noticed.
As a result, in today’s competitive lifelong learning landscape, an online course that simply gives information is no better than any other. Hence, instructors should differentiate themselves by offering innovative and interactive online courses that engage, connect, and transform students, enabling them to learn efficiently and effectively from anywhere, converting learning into an enjoyable experience. Consequently, the role of instructors becomes more crucial in designing effective online learning experiences that foster active student participation. Thus, in this turbulent environment, the social, economic, and technical developments elicit new learning concepts and practices, leading to transformations in the way education is delivered to meet the high expectations of the corporate sector. Therefore, the role played by microlearning and andragogy in enhancing online student engagement is crucial in the current context.
Microlearning: Small Bites, Big Impact
Microlearning delivers content in small, focused segments, allowing learners to absorb and retain information more effectively. Research has shown that this approach enables students to process and recall course materials in a more manageable way. Giurgiu (2017) describes that microlearning consists of “bite-sized” educational chunks, usually lasting only a few minutes and designed to cater to the learner’s individual needs. Moreover, microlearning’s approach to delivering short, fine-grained, interconnected and loosely coupled learning activities emphasizes individual learning needs (Singh, 2014). Thus, microlearning fits within the constraints of human cognitive capacity by aligning with how working memory functions. Research highlights that short, structured learning modules enhance engagement and reduce cognitive overload. Hence, in contrast to traditional lengthy lectures, microlearning helps move information from working memory to long-term memory more effectively. In this way, microlearning has become so demanding in current online education.
Another advantage of microlearning is that it addresses the forgetting curve, which predicts that memory retention will deteriorate over time if not reinforced. The forgetting curve illustrates how humans have a tendency to lose nearly half of newly learned information within days or weeks unless they consciously review the learned information. Further, the forgetting curve supports one of the seven types of memory failures: transience which refers to the natural process of forgetting as time passes.
Spaced repetition techniques used in microlearning counteract this decline by reinforcing knowledge retention at periodic intervals. This method involves recalling the same material multiple times over a period, helping to solidify the information in long-term memory with each recall.
Another point where microlearning enhances online student engagement is that it enables students to be entirely focused on and more engaged in learning by allowing them to complete lessons according to their own schedule rather than on someone else’s schedule. Further, in online education as learning takes place outside of the classroom, it has a greater potential for application than typical classroom learning by integrating learning with experience. In this arena, microlearning allows for location-based learning, which can be quite beneficial in increasing students’ engagement in online learning platforms.
Another method of incorporating microlearning to boost online student engagement is to simply include specific sorts of micro lessons within the course itself which can more-or-less run parallel to the course. Microlearning can be integrated into online education using digital tools like Kahoot, GoSoapBox, and Padlet, as well as interactive quizzes ensuring a more interactive and engaging learning experience. Furthermore, designing course materials in concise, digestible formats allows students to integrate learning into their daily schedules more effectively. In this way, microlearning not only brings education back to its original format in some sense but also enhances online student engagement in numerous ways.
Andragogy: Engaging Adult Learners
As the demographics of online learners shift toward older and more diverse groups, understanding how adults learn is essential. Knowles’ andragogical principles emphasize self-directed learning, real-world application, and experiential learning, which are particularly relevant in virtual educational settings. Unlike younger students, adult learners tend to be goal-oriented, seeking education that directly contributes to their career or personal development. They benefit from problem-centered learning and contextual applications, making real-world examples, discussion forums, and interactive activities essential components of online education. Thus, for effective engagement of adult learners in online education, educators must incorporate techniques such as:
encouraging self-paced learning with embedded resources for independent study
facilitating peer discussions and collaborative problem-solving exercises and
utilizing real-world case studies to link theoretical concepts with practical applications.
In practice, andragogy works best when it is tailored to the characteristics of the learners and the learning circumstance.
Combining Microlearning and Andragogy for Optimal Engagement
Recent changes in the macro environment, in the form of advancements in technology and natural transitions, shifted education from traditional platforms to virtual platforms where student engagement is crucial for the success of the learning process. Thus, blending microlearning with andragogical principles creates an effective learning framework that accommodates both cognitive and experiential learning styles. While microlearning breaks down complex topics into smaller units for better retention, andragogy ensures that these units are meaningful and applicable in real-life scenarios. Thus, educators can implement this blended approach by:
structuring courses into short, interactive modules aligned with real-world applications
incorporating multimedia elements, such as videos, infographics, and gamified content to enhance engagement
encouraging student-led discussions and collaborative learning environments
providing frequent, low-stakes assessments that reinforce learning without adding stress
Addressing Online Learning Challenges
Despite its advantages, online learning presents distinct challenges. Unlike face-to-face settings where instructors can monitor student behavior and adjust teaching methods accordingly, online educators must rely on different strategies to enhance student engagement. Many students struggle with motivation and time management, often due to external distractions. Additionally, the absence of direct supervision can lead to passive learning behaviors, where students disengage without accountability. Thus, to combat these issues, instructors must take a proactive approach in designing online courses. Therefore, ensuring frequent interaction between educators and students, integrating real-world problem-solving activities, and leveraging technological tools can enhance student engagement. Furthermore, the use of formative assessments and timely feedback creates an environment where students feel supported and encouraged.
Conclusion
As online education continues to evolve, educators must adopt innovative strategies to maintain student engagement and improve learning outcomes with microlearning and andragogy provide a structured approach in achieving this goal. Microlearning, as a natural extension of traditional learning, leverages the potential of mobile technology to deliver short, focused lessons that enhance retention while andragogical principles ensure that learning is relevant and applicable to real-life situations. By integrating both approaches, educators can create a dynamic, engaging, and effective online learning experience for learners of all ages. Moreover, the success of online education hinges on its ability to keep learners motivated and actively engaged. Thus, by utilizing a proper combination of traditional and modern instructional strategies, instructors can foster an environment where students not only absorb knowledge but also apply it effectively in their academic and professional journeys.
N.K.L. Silva
Ms. Nilanthige Kaushalya Lakmali Silva is a Lecturer at the Department of Accountancy, University of Kelaniya. She teaches Management, Economics, Human Resource Management, Marketing Management, Strategic Management and Information Management. Ms. Silva holds a B.B.Mgt. (Special) Degree in Accountancy with a First-Class Honours and an M.Sc. in Management with a Merit. Her research interests include major areas of Accounting and Finance, with a particular focus on Sri Lanka’s Capital Markets, Micro and Macro Economic Environment, Corporate Governance, and Corporate Fraud. She has published several research papers in academic journals and conference proceedings. She is a CMA Sri Lanka Passed Finalist and has completed the Diploma in Banking and Finance at the Institute of Bankers of Sri Lanka.
N. P. K. Ekanayake
Ms. Neranjana Priyangani Kumari Ekanayake, a senior lecturer at the University of Kelaniya, teaches Investment and Portfolio Management, Enterprise Resource Planning, Behavioural Finance, and Advanced Management Accounting. She holds a BBA in Accounting (Special) and an MSc in Management (Specialized in Finance) and is a CIMA passed finalist.
References
Bustillo-booth, M. (2019). Applying Andragogy to Online Course Design to Increase Student Engagement and Success. Magna Publications Inc., 1–26.
Dixson, M. D. (2010). Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1–13.
Knowles, M. S., Holton III, E. F. & Swanson, R. A. (1998). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development.
Orlando, J. (2021). Using Microlearning to Improve Student Understanding of Course Content. Magna Publications Inc., 1–18.
Palis, A. G., & Quiros, P. A. (2014). Adult Learning Principles and Presentation Pearls. Middle East African Journal of Ophthalmology, 21(2), 114–122.
Zheng, M. S. (2016). How to Design and Facilitate Online Discussions that Improve Student Learning and Engagement. Magna Publications Inc., 1–18.
With the release of AI on a broad scale and the evolving procedural policies for policing and supporting its use in online higher education classrooms, instructor hesitancy to implement AI in ethical and effectual ways is shared by many. To emphasize, research indicates that curriculum designers and university stakeholders need to provide best-practice examples of how to utilize AI tools to effectively and positively promote the use of AI for students’ advantage (Deroncle-Acosta et al. 2024, 9). Clearly, AI offers many benefits as it can drive efficiency, creativity, and innovation. AI comes in various forms from generative AI to gamification to chatbots to adaptive learning platforms amidst other formats. Due to the sheer volume of AI options, pairing high-impact AI tools with highly desirable outcomes aids in the promotion and implementation of such usage in the online classroom.
Elevating Engagement
Engagement is an important factor driving retention in online classrooms; furthermore, dynamic environments capture the attention of students, ensuring greater dedication to learning. AI can considerably improve engagement in the classroom (A. Huang et al. 2023, 11). One way that online instructors can use AI in the classroom is to become a digital master and use generative AI, such as ChatGPT, to develop deeper content ideas or analyze student contributions within discussion (Mora and Semingson 2023, 57). Such tailored discussions add depth and rigor to courses, captivating students and bringing forth relevant and dynamic topics.
Furthermore, a second way to further improve engagement is through the development of AI developed feedback for formative assessments (Perry 2023, 78). Timely and personalized feedback plays an essential role in engaging students and motivating them (Wang and Lehman 2021, 571); AI can aid in streamlining and fast-tracking feedback. In deeply engaging students in an immersive and individualized way, students are more motivated to learn and more satisfied with educational outcomes.
Finally, while generative AI can offer just-in-time support to students, it also simulates a social presence, which is a “crucial component in technology-rich learning environments” (X. Huang et al. 2023, 396). Considered as a study companion, generative AI provides direct and immediate assistance and support, reducing anxiety and improving student motivation and psychological and personal contentment (Luan et al. 2024, 6). Ultimately, AI as a guide to both instructors and students can aid in boosting wholesale engagement in the online classroom.
Prompting Productivity
Another satisfactory outcome regarding the use of AI involves student productivity. Research notes, “By leveraging AI-driven solutions, students can streamline mundane tasks, optimize time management, and achieve higher levels of performance and academic excellence” (Capinding and Dumayas 2024, 647). With AI readily available to aid in the completion of so many activities, it behooves instructors to promote the ethical and practical use of applicable AI tools. For instance, a productivity tool for aiding in the completion of schoolwork is Quillbot, an AI tool on steroids; this one-stop-shop program paraphrases, translates, corrects grammar, and generates citations. Such a tool also ensures more accuracy in terms of performance.
Additionally, an entertaining and useful tool in maximizing time management is the gamified timer app called Forest. With this app, you grow a digital and real-tree forest based on the ability to focus on one’s work for extended clocked times, thus avoiding the distractions of one’s phone. While this may seem like a novel suggestion, its need for implementation is real and underused. In one study based on 106 college students with ADHD, achievement was negatively associated with the sound mode of cell phone; turning off the phone substantially improved accuracy and achievement in quantifiable ways (Albert et al 2023, 1192). Used wisely, AI can boost productivity for students, allowing students to earn higher grades while leaving them more time for the creativity and critical thinking required of top-performing students.
Incorporating Inclusivity
A final desired outcome associated with AI tools is the promotion of inclusivity and accessibility in the online classroom. More than 1 billion people across the world have disabilities and AI optimizes accessibility, inclusion, and equity, thus ensuring fairer access to educational information of all types (Nacheva 2025, 137). A top AI tool for accessibility is Otterai; this transcription service provides captions for recordings and videos. Transcriptions ease and enable learning for many students with disabilities. Likewise, translation AI tools, such as Quillbot or Google Translate, aid English Language Learner (ELL) students. Similarly, Seeing AI from Microsoft is a free app that identifies currency, objects, text, and people for people with visual impairments. Not only is AI valuable for students with disabilities, facilitators can also use it to enhance instruction regarding accessibility. For instance, AI can be used to create visuals for students. Canva has a Dream Lab feature that will generate images. Meeting the dual coding needs of students with audio-visual processing requirements can also improve accessibility while adding depth and engagement to one’s classroom. Using and offering ethical ways to use AI tools benefits student experiences while increasing the impact of instructors.
Conclusion
As instructors, we are curators of learning resources, and AI tools can aid student engagement, productivity, and accessibility. In promoting AI-driven options that enrich and improve student learning, we position students for success and teach them empowering ways to support their autonomous educational growth. AI stands for Artificial Intelligence, but with the right implementation, it can also stand for Adds Insight; Accelerates Improvements, and Assists Instruction.
Amy Winger is an online instructor for the University of Phoenix and American InterContinental University. She holds a BA in English from the University of Iowa and a MEd in English Education from the University of Minnesota. For over 19 years, she has taught English and general education courses and enjoys pioneering the use of tech tools. Prior to that, she taught English at the secondary level. Her academic research primarily focuses on retention strategies, technology tools, and social media implementation in the online classroom. She is also a freelance fiction writer.
References
Albert, Gila, Shimon Fridkin, and Or Delevski. 2023. “Mobile Phone Distraction and Its Effects on Academic Performance of Israeli College Students.” Israel Affairs 29 (6): 1181–99. doi:10.1080/13537121.2023.2257472.
Deroncele-Acosta, Angel, Omar Bellido-Valdiviezo, María de los Ángeles Sánchez-Trujillo, Madeleine Lourdes Palacios-Núñez, Hernán Rueda-Garcés, and José Gregorio Brito-Garcías. 2024. “Ten Essential Pillars in Artificial Intelligence for University Science Education: A Scoping Review.” SAGE Open 14 (3). https://research.ebsco.com/linkprocessor/plink?id=2ab6bfc4-e5ec-33d7-a5d5-d7a6f9747bfb.
Huang, Anna Y.Q., Owen H.T. Lu, and Stephen J.H. Yang. 2023. “Effects of Artificial Intelligence–Enabled Personalized Recommendations on Learners’ Learning Engagement, Motivation, and Outcomes in a Flipped Classroom.” Computers & Education 194 (March): N.PAG. doi:10.1016/j.compedu.2022.104684.
Huang, Xiaoshan, Alejandra Ruiz-Segura, Chengyi Tan, Tingting Wang, Robin Sharma, and Susanne P. Lajoie. 2023. “Social Presence in Technology-Rich Learning Environments: How Real We Are Feeling Connected and How Does It Matter for Learning?” Information & Learning Science 124 (11/12): 396–424. doi:10.1108/ILS-04-2023-0034.
Nacheva, Radka. 2025. “Analysis of AI Mobile Applications for Ensuring Digital Accessibility in Higher Education for People with Disabilities.” Acta Educationis Generalis 15 (1): 133–45. doi:10.2478/atd-2025-0009.
