Use personal progress messages, real-world examples, and reflection assignments to support online course satisfaction¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report identifies the online teaching practices most closely associated with greater student satisfaction during the COVID shift: "sending personal messages to students about how they were doing in the course, using real-world examples to illustrate course content, and assignments calling for reflection on the state of one's learning." Instructors delivering remote or online STEM courses can incorporate these three practices alongside the broader set of recommended practices, since courses using a larger array of them showed higher satisfaction.

Design Implications¶

Context¶

Requirements¶

• Instructors must be able to communicate individually with students about their course progress and design assignments that prompt reflection on learning.

Constraints¶

• The association was observed during the hasty emergency shift to remote instruction in spring 2020, which the report cautions should not be construed as representative of online learning designed for the modality.

Target Learners¶

• undergraduates taking STEM courses online or remotely

Target Learning Goals¶

• sustaining motivation and engagement in online STEM courses
• student satisfaction with online course quality

Related Strategies¶

• Welcome Messages

Examples¶

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Key Sources¶

• Means, B., & Neisler, J. (2020). Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise Global. https://digitalpromise.dspacedirect.org/items/c978880f-6afe-4778-9df2-dac931a9c471 doi:10.51388/20.500.12265/102