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Effects of In-Class Engagement Activities in Online Synchronous Classes
Ist Teil von
Scholarship of teaching and learning in psychology, 2022-12, Vol.8 (4), p.304-314
Ort / Verlag
Washington: Educational Publishing Foundation
Erscheinungsjahr
2022
Link zum Volltext
Quelle
PsycArticles (EBSCO)
Beschreibungen/Notizen
Engaging students during class is among the most common challenges facing instructors and is especially challenging for instructors in online synchronous classes. In online classes students may be distracted by their cell phones or other personal devices or may simply have difficulty maintaining attention to a screen for an extended length of time. The present study examined the learning benefits of incentivized in-class activities to engage student attention (Attendance Checks) and engagement with class material (Mastery Quizzes, Brief Writing Assignments). These brief interventions can be easily integrated during online classes. A randomized alternating treatments design within two introductory psychology courses was employed to compare student performance on exam content associated with classes with in-class activities with those without activities (teaching-as-usual, no-activity control). Results showed that students performed significantly better on exam content associated with classes incorporating attendance checks and brief writing assignments than a no-activity control. Mastery quizzes failed to yield a significant learning benefit in comparison to the control condition. We also found moderator effects, such that in-class activities were generally stronger on test items tied directly to concepts discussed in class than on test items on the same topical area drawn from textbook material but not directly discussed in class.