Dwinnells provides a number of suggestions to help maintain instructor presence and student engagement in an online class.
This article describes a 5-year research study that analyzed nearly 60 articles from distance education journals for online class parameters. Findings indicate that foundational content evaluated at lower levels of Bloom’s taxonomy is provided in larger online classes of 40 or more students, whereas challenging material evaluated at higher levels of Bloom’s taxonomy or requiring more interaction between instructor and students is taught in online class sizes of 15 or fewer students.
Dr. Thompson utilizes a number of tools in her online classes to build classroom community, including innovative uses of Zoom, resulting in higher levels of student engagement and collegiality.
A faculty member from Stanford shares information about social identity and barriers or threats that some students face or perceive in an online class and suggests instructors analyze images and videos used in the class as well as provide inclusive, affirming activities, including those that provide a sense of belonging or connection to others in the class. (Click transcript or watch the 4-minute video.)