Engaging Students in a Videoconference Classroom

by Kassidy Voinche, PharmD, PGY-1 Community Pharmacy Resident, University of Mississippi School of Pharmacy

Teaching and learning have looked different over the past six months. Due to the need for social distancing during the COVID-19 pandemic, many schools have turned to virtual classrooms. Using video teleconferencing for live educational seminars is a great solution to keep everyone safe and to keep learning on track. Indeed, there are many technologies available that can help bridge the distance between students and teachers. However, teaching at a distance, either synchronously or asynchronously, presents several challenges for both the instructor and the learner. It can be difficult to engage students in discussions, group work, and in-class assignments when they are home with lots of potential distractions. Although there are inherent obstacles, with some extra tools, creative thinking, and problem-solving, the online classroom can become a place for engaged learning.

According to an article in Teach for America (TFA), creativity, clarity, and self-reflection are key to being a great teacher in the virtual classroom.¹ It’s essential, particularly in an online environment, to establish clear learning goals and objectives. With so much digital communication to keep up with, expectations need to be well-defined to ensure everyone is on the same page. Instructor feedback on assignments should be more thorough. It's helpful to reflect on student engagement, both in and out of class-time, using these questions from the TFA article, 7 Tips for Being a Great Virtual Teacher:

• What trends do I see in student participation? Possible causes?
• What am I learning about my students as participants in my virtual classroom?
• What could I do to make learning more accessible, inclusive, and meaningful?
• How are we, as a class, doing physically, mentally, and emotionally? ¹

Checking in with yourself and the students allows for adaptation. Investigate what works and what does not, listening to and recognizing what the students seem to be responding to well.

Combining offline, asynchronous activities with synchronous videoconferencing can improve participation.²  Create brief recorded videos or other learning activities for students to complete before class. Then, use class-time to summarize this content. Students can divide into breakout rooms for problem-based learning.  Ask students to create a Google doc to keep them accountable. Allow students some autonomy over assignments and encourage them to experiment.  This can lead to richer discussions. ² Asynchronous participation could include allowing students to view other students’ work and asking them to give feedback with guiding questions. This method promotes peer-to-peer accountability. 

Incorporating personality with a little humor and fun goes a long way when capturing student’s attention. The article Don't Turn into a Bot Online: Three Easy Strategies to Let Your Personality Shine in Your Online Course provides several tips on how to add a personal touch to your virtual classroom.³ Let some of your personality shine through! This can be done using humor or relatable stories. Humor can be tricky, but in small doses, effective. Searching online for a popular meme or gif to throw into a PowerPoint presentation can provide a light-hearted visual. ³ An Inside Higher Ed article suggests allowing students to create various fun content in the forms of memes or tweets to summarize the discoveries made in the session. Instructors can then open the next class meeting with some of their favorites to recap.⁴

Teaching to a virtual classroom where no student has their camera on can seem like talking to a wall. However, students with their camera off could be more engaged than you think.⁵ Indeed, engagement may even be enhanced when the teacher allows students to turn off cameras. Students can record their break-out group sessions with cameras off and turn in the recording.⁵ Providing a choice of camera usage enhances student agency. Another option is to build in ‘camera-off’ time during a class session for students to reflect independently. Without the camera’s constant gaze, students are not rushing to the next step to prevent the awkward silence.⁵ This method provides a specified amount of time for students to work and develop an answer, then share when everyone regroups.  It is always a good idea to check in with students to assess their personal needs and preferences, asking them how they can most effectively interact with the class and material.

The impact of widely used virtual classrooms on student progression and success is unknown at this time, but a study done in 2019 found that the impact may be minimal. Based on eight years’ worth of data from Wingate University School of Pharmacy, investigators found that distance learning via synchronous videoconferencing did not impact performance in a basic biological sciences course among professional degree pharmacy students.⁶ These findings are consistent with several similar studies conducted with various student populations. While using video conferencing for a majority of classes may seem daunting, with the right mindset, support, and tools, students can perform as well as when classes are conducted in-person.

There a few tools built into many videoconferencing applications to improve student engagement, like polls and whiteboards.  But you can combine these tools with countless other online tools. Kahoot, Flipgrid, and Poll Everywhere are a few examples of other applications that can be used to increase student participation. When choosing a platform or method, always consider accessibility. Reach out to students to determine which technologies they’ve had previous experience using and are most accessible. Inviting students to provide input about technologies that will be used in a course can build a connection between teacher and learner. Periodic reflection, by teachers and students, can improve the virtual classroom and generate new ideas on ways to engage. With some thought and resourcefulness, teaching can work just as well and, in some cases, even better in the virtual environment.

In summary, here are six tips for enhancing student engagement through distance learning:

1. Communicate clear, detailed learning objectives and expectations.
2. Combine asynchronous and synchronous learning methods.
3. Allow students to create fun content to summarize what they learned.
4. Survey students about how they best engage with the content and their preferences.
5. Reflect on which strategies are working and how to continue improving.
6. Use tools such as polling and collaboration platforms.

 

References:

1. The TFA Editorial Team. 7 Tips for Being a Great Virtual Teacher. Teach For America [Internet]. 2020 Mar 24.
2. Minero E. 8 Strategies to Improve Participation in Your Virtual Classroom. Edutopia [Internet]. 2020 Aug 21.
3. Evans J. Don't Turn into a Bot Online: Three Easy Strategies to Let Your Personality Shine in Your Online Course. Faculty Focus [Internet]. 2020 Sep 08.
4. Crook A, Crook T. 6 Tips for Teaching Online and In Person Simultaneously. Inside Higher Ed [Internet]. 2020 August 26.
5. Seltzer K. Engaging Students in Virtual Instruction With the Camera Off. Edutopia [Internet]. 2020 Sep 14.
6. Dirks-Naylor AJ, Baucom E. Impact of distance learning via synchronous videoconferencing on pharmacy student performance in a biological science course sequence: an 8-yr analysis. Adv Physiol Educ. 2019;43(4):534-536.

Choosing Wisely: Face-to-Face and Web-Based Instructional Methods for Continuing Education

by Megan Davis, Pharm.D., PGY1 Pharmacy Practice Resident, Magnolia Regional Health Center

Continuing education programs play an important role in a pharmacist’s development. Healthcare practitioners should be self-directed learners and continuing education (CE) provides them with a way to keep their knowledge and skills current. Moreover, CE is required by law to order to maintain professional licensure. CE programs are offered through a variety of methods. Two of the most common are face-to-face and web-based methods. Web-based instruction uses the Internet as the primary method of information delivery.¹ Many terms are used interchangeably to describe web-based learning. These include online learning, computer-assisted learning, and e-learning. For the purpose of this essay, web-based learning is defined as learning that does not take place in a live environment, that is, the instruction and learning are happening at different times (asynchronous delivery). Face-to-face learning, on the other hand, is live interaction that occurs in-person between a learner and a teacher — that is, the instruction and learning are occurring at the same time and in the same place. The problem with these methods, however, is that neither is very effective in terms of behavior change.²

The effectiveness of continuing education is typically assessed in terms of learner reactions and satisfaction, sometimes by testing for knowledge changes, but rarely are patient outcomes or changes in practice measured. For example, knowledge can be measured via pre-test and post-test scores. But a change in knowledge may not lead to practice change and improved patient outcomes. None-the-less, while there is some debate about how effective CE is, healthcare practitioners should understand the advantages and disadvantages of the face-to-face and web-based methods.²

Potential Advantages and Limitations of Face-to-Face Instruction

Face-to-face learners have the opportunity to perform and practice techniques while receiving feedback and guidance from the instructor. In today’s world, I realize the popularity of platforms such as YouTube, where the audience is able to learn how to do just about any task by watching tutorial videos. However, I argue that this web-based instruction is not as effective as learning how to perform the activity in-person with feedback from an instructor. Face-to-face instruction can provide the learner with real-time, on-the-spot feedback, whereas non-live web-based instruction does not.

When learners and instructors meet face-to-face, it’s an opportunity network and connect with others in your profession. This initial forming of relationships is easier in a face-to-face environment where one is able to connect with others between sessions, during breaks, or at dinner. Pharmacy, like nursing and medicine, is a small world and connecting and building relationships is best accomplished through face-to-face interactions and continuing education that takes place at local, regional, and national meetings.³ In my personal experience, I have made countless lasting relationships by attending face-to-face continuing education programs. Social media platforms, which are web-based, do allow for continued connection once the face-to-face interaction has occurred, but I do not believe that it can replace the initial contact, conversations, and networking that face-to-face allows.

However, face-to-face instruction typically does not take into account the individual’s learning preferences. As we know, learning is not a one size fits all format. In web-based instruction, the learner can seek out different instructional methods (readings, videos, podcasts) — one’s that are most conducive to their learning style. In face-to-face instruction, the learner can’t select the instructional method — the instructor chooses. 

Also, live instruction generally does not evaluate learning using a valid assessment at the conclusion of the education. Credit is awarded based on attendance. By not assessing improvements in knowledge or skill, it difficult to assess whether any learning has occurred. Some live programs incorporate audience response (aka clicker-type) questions throughout the program, but answering these questions correctly is not a requirement for credit.

Lastly, the face-to-face methods can be inconvenient and costly, especially when travel is involved. This is important for busy professionals who may not have the time to seek out and attend live programs.³

Potential Advantages and Limitations of Web-based Instruction:

Web-based instruction provides a way for learners to complete CE programs on their own time and any location with Internet access (which is practically everywhere nowadays). With 24-hour, flexible access, web-based instruction is both convenient and accessible. It also allows for a greater variety of topics from which to select. Learners have the ability to seek out programs that align with their professional interests. These programs can be accessed through numerous professional organizations, Universities, and medical education companies.  Lastly, most web-based programs test the learner’s understanding of the material at completion of the course and often include critical thinking and problem-solving exercise to determine if the learner retained the information presented.³

Unfortunately, technical problems are inevitable with both web-based and face-to-face instruction. When technical problems are encountered, learning is hindered and learner satisfaction declines.⁴ Technical problems are more difficult to overcome with web-based instruction due to the dependence on technology to deliver the instruction. Technical issues are a bit easier to address during face-to-face programs because the instructor is still able to communicate with the audience and can use alternative methods, like providing paper handouts, if the instructor has planned ahead.⁴

Comparing the changes in pre-test and post-test scores, one study found that the face-to-face and web-based methods were equally effective with regard to the knowledge gained after the topic was presented.³ This is not surprising as both delivery methods seem to achieve similar knowledge gains in aggregate across many studies. That is, pre-test and post-test scores are significantly better after the instruction is completed. However, what studies have not yet demonstrated is the effectiveness of instruction in terms of practice change. This means that it is still unknown if CE leads to behavior change or improves patient outcomes regardless of the instructional method used.²

With the Internet playing a vital role in our lives now, it is safe to say that web-based instruction is here to stay.⁴ By exploring the advantages and limitations to both face-to-face and web-based methods, we are better able to choose the method that is most effective for what we, as individual learners and educators, are trying to accomplish. In many states, regulatory boards require that a portion of continuing education be completed via live face-to-face instruction.³ I believe when we combine the two methods and are cognizant of the advantages and limitations of each, we are more likely to achieve our continuing education goals.

References:

1. Cook, D. Web-based learning: pros, cons and controversies. Clin Med 2007; 7:37-42.
2. Rouleau G, et al. Effects of E-learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. J Med Internet Res 2019; 21(10):e15118. 
3. Brown, L. Continuing Education Showdown: Online Learning vs. In-Person Seminars. Acupuncture Today 2013; 14(12).
4. Khatony, A. et al. The effectiveness of web-based and face-to-face continuing education methods on nurses’ knowledge about AIDS: a comparative study. BMC Medical Education 2009; 9:41.