Teacher online presence research

The science behind engaging students via instructional videos is complicated, according to findings by researchers. Their findings show that when these visuals are used effectively, it can drive student engagement, but in some cases it could be distracting. While students reported higher engagement when the instructor looked at the camera than when they didn’t, the transparent whiteboard wasn’t always the most effective. Stull says that it seems that actually seeing the teacher’s face the whole time may have distracted attention away from the words and drawings on the transparent whiteboard.

Stull, A. T., Fiorella, L., & Mayer, R. E. (2020). The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000650

Digital shift report

 The sudden shift in digital learning in spring 2020 has resulted in increased usage of digital tools by teachers and students, according to a recent national survey. Teacher viewpoints on what platforms and features are necessary has changed greatly, with more of a need for accessibility and flexibility. Teachers also see the importance of more cross-platform digital resources and want training in gamification. The report also finds stronger appreciation by parents for the value of technology as a learning vehicle and their role in supporting their child’s education from home. Engagement is still cited by education leaders as the top reason for the use of technology in education, but students cite improved outcomes, more personalized learning, better grades, better communication, and being able to collaborate. 

Speak Up National Report. (2020). Digital learning during the pandemic. Project Tomorrow. https://tomorrow.org/speakup/pdfs/2020%20Speak%20Up%20National%20Report.pdf

Engaging and Motivating Students in Learning

This report by The Education Trust examined two powerful levers for engaging learners — choice and relevancy — and explored how educators can use these levers to increase student motivation and engagement. The study explains how educators can bring choice and relevancy into their daily assignments. The authors explain how choice can and should be provided in terms of content, product, and process.

The study found that teachers bring relevancy to assignments when they:

·       Teach rigorous content using themes across disciplines, cultures, and generations; consider essential questions; and explore universal understandings

·       Use real-world materials and events to explore salient topics

·       Connect with the values, interests, and goals of their students

Dabrowski, J., & Marshall, T. R. (2018). Motivation and engagement in student assignments. Washington, D.C.: The Education Trust. https://edtrust.org/resource/motivation-and-engagement-in-student-assignments/

Classroom Door Greetings Increase Academic Engagement

A recent survey found that greeting students at the classroom door boosts academic engagement and behavior. The researchers determined that making eye contact, saying students' names, and offering encouraging words inspires students to put more effort into their own learning. Results revealed that the PGD strategy produced significant improvements in academic engaged time and reductions in disruptive behavior. Moreover, results from a social validity questionnaire indicated that teachers found the PGD strategy to be feasible, reasonable, and acceptable. The limitations of this study and implications of these findings for teacher pre- and in-service trainings are discussed.

Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., Thayer, A. J., & Renshaw, T. (2018). Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management strategy. Journal of Positive Behavior Interventions, 20(3), 149-159. https://dx.doi.org/10.1177/1098300717753831

Types of Students and Learning Preferences

Using results from a nationally representative online survey of 2,006 public and private school students conducted in 2016, the report picks out six dominant categories of students and suggests some ways to help them feel more connected and interested in school. The six dominant categories of students are as follows: subject lovers, emotionals, hand raisers, social butterflies, teacher responders, and deep thinkers. The report states that given that students are motivated to learn via different levers, student engagement and choice—among schools, teachers, courses, delivery options, instructional strategies, and so on—need to go hand in hand. 

Thomas B. Fordham Institute (2017). What teens want from their schools: A national survey of high school student engagement. Washington, D.C.: Thomas B. Fordham Institute. https://edexcellence.net/publications/what-teens-want-from-their-schools