Most colleges and universities have successfully implemented new digital tools over the past two years to ensure student engagement and promote critical thinking in this blended learning environment.
In fact, during Fierce Education’s recent virtual event titled “Higher Education: Helping Faculty Navigate Top Challenges In This New Blending Learning Environment”, 94% of attendees during the session on digital tools replied either “Yes, we have successfully embraced new technologies to engage students” or “Somewhat, we have tried new tools and technologies. Some have worked better than others.” Only 4% replied “Not so much, we were well prepared when the pandemic first hit to offer online or hybrid classes.” This session was sponsored by Labster.
Dr. Tara Gross, Assistant Professor of Public Health and Science at Xavier University in Louisiana, confessed that she was not among the 4% who were prepared to teach online when schools closed down in March 2020. She made her transition to digital tools in those early days of the pandemic when she was actively looking for help to teach remotely. Her presentation focused on how she used an online discussion tool, during the pandemic with in-person and remote classes for freshmen studying public health.
Using discussion tools are a more effective approach to online discussion by focusing on inquiry. Dr. Gross used Packback, where students ask open-ended discussion questions, which supports autonomy, motivation, and critical thinking through reflection. The digital tool uses AI to:
- Auto-monitor and moderate student discussion
- Instantly coaches students individually on effective writing
- Amplify the impact of instructor feedback through smart sorting, recommending posts, and grading assistance
Using AI as an instructional and administrative tool
When asked about her vision for using instructional AI to create engaging, high-quality student experiences, Gross said “I didn’t want the learning curve to be too intensive.” She continued, “I wanted students to invest in this to be better writers and critical thinkers, but not have it too time-intensive or burdensome for me as an instructor.”
Gross piloted the digital tool with two freshmen courses in nutrition—one section in person and one remote. It was so successful that she began using it for other courses, including courses for seniors.
Choosing tools to set students up for success
Gross considers herself fortunate as she has the creative license to search out digital tools that will work for her at her university. However, many colleges and universities dictate the use of specific digital tools to faculty and staff. At Xavier, she had options for training online and hybrid teaching pre-pandemic, but freshmen were not allowed to take online or hybrid courses at that time so she didn’t see the need. Then the pandemic changed everything. Gross said that the school created faculty incentives over the summer of 2020 for the creation of fully online courses to use with their LMS and allowed instructors to choose their own digital tools.
Sarah Jayne Boulton, Global Curriculum Lead for Labster, the session’s sponsor, said that her teams see a range of decision making as they work with colleges and universities.
In some institutions, IT makes the decision and in others, it’s the faculty. “But whoever is making the decision has to incorporate student voice and equity,” she said. “Educators are engaging in a more active approach to instructional design, and solutions to problems must be useful for everyone and not just for those students who are already set up for success,” Boulton said.
To view this session on demand and all other sessions click here.
For more articles from the event see:
Higher Education Can Bridge the Learning Gap Sparked by COVID
Solidifying Online Learning to Reach the Amazon Generation
Teaching Through the Screen: Engaging the Imagination of Students