Methods:

Provide clear directions that encourage every student to succeed.
(Voice over Power Point,
FAQ’s, Orientation activities)

Keep your FAQ page updated
(Frequently asked questions)

Publish and keep online office hours and answer e-mail promptly.

Coach your students by offering corrections and suggestions before the final grading deadline. (Pre-grades)

Insist on good academic standards. (Spell Check,
Grammar Check, proper use of references. Provide a link to a style manual.)

Promote the attitude that every student can succeed if they follow directions and ask questions as needed.
Methods:

The first submission should be a



Promote open discussions (Chat

personal information questionnaire that is shared with the class.
(Dedicated Chat Room, Forum,
Messages)
***This is also completed by the instructor.
Gear your class material toward the student’s major academic programs.
(Careful attention to student interests during course development)
LISTEN and note the ways your students relate to the material.
(Adapt your course for your student’s learning styles.)
Rooms, Forums, Debate, Peer
Editing)
Encourage midterm course assessments and regular feedback.
(Survey Monkey, Informal question(s) to the class.)
Methods:

Use humor to motivate
(Cartoons, YouTube Video, fun assignments, crossword puzzles)

Encourage students to coown the course.
(Collaboration, debate, peer teaching)

Offer extra credit “pop ups” that appear for 24 hours.
(Current events, humorous readings, riddles, Pennyfor-Your-Thoughts statements, Food-for-
Thought articles)

Encourage students to take intellectual risks that will enhance their grade. (“What if” questions, future predictions and adaptations)

Encourage students to share their findings. (Show and Tell
Forums)
4.Acknowledge learning
Methods:

Allow students to pick different types of assignments to earn course points.
(Written work versus exams,
Collaborations versus
Individual presentations,
Field Trip Reports versus
Individual Presentations)

Vary your exam length and styles. (T/F, Multiple Choice,
Essay, Fill-in the
Blanks, Take Home exams,
Pop -Up Quiz)

Encourage individual creativity and research. (Projection papers that take a basic course concept and project its use in future applications.)

Frequently coach and offer extra test time to slow learners.
(Special services students,
Students with learning disabilities, English as a second language students)
Methods:

Give a nice balance of positive and negative feedback including “directed” constructive criticism. (Example: “Your paragraph will be complete when you add three more sentences.”

Highlight, discuss and post student work and ideas. (Best of Class notation)

Show you care about learning by rewarding good work. (Use games, e-greeting cards, videos)

Encourage high achieving students to become peer mentors. (Dedicated chat room page for student mentors.)
References:
Bain, K. (2004). What the Best College Teachers Do (Harvard University Press, 2004 ed.).
Bruff, D. (2013). Scholarship of Teaching and Learning (Sotl). [Home Page].
Casey-Doecke, J. (2012). Using e-Rewards to Promote Engagement and Re-engagement in the Online classroom. [Quick Hits]. FACET Publication, July 2012.
Faculty. (2012). Keeping it going! Engaging students throughout the doldrums of the semester!
Retrieved from http://icoblog.wordpress.com/2012/10/23/keeping-it-going-engaging-students-throughout-the-doldrums-of-the-semester/
Hodges, C. B. (2004). Designing to Motivate:
Motivational Techniques to Incorporate in E-Learning Experiences. The Journal of Interactive Online Learning, Volume 2, Number 3, Winter 2004, 1-7.
Kelly, R. (2012). Five Factors that Affect Online Student Motivation. [Educational Methods].
Marcinek, A. (Nov. 21,2010). Ten Simple Strategies for Re-engaging Students Edutopia. Retrieved from http://www.edutopia.org/blog/reengaging-students-andrewmarcinek
Sull, E. C. (2013). Student Engagement in the Online Learning Classroom. [Online Learning Update]. Online Learning News and Research(Feb 18, 2013).