In recent years, the landscape of education has rapidly evolved, with online instruction becoming a critical component of the learning experience. One of the significant challenges in this shift is maintaining the human element that is naturally present in face-to-face interactions. Humanizing online instruction is essential for fostering engagement, building trust and creating a sense of community among online students. This article explores various strategies for humanizing online instruction and examines their impact on student learning and satisfaction, drawing on scholarly research and practical examples.
The value of humanizing online instruction
Humanizing online instruction refers to the efforts made by educators to create a more personal and engaging learning environment for online students. According to Lowenthal and Dunlap (2018), humanizing online education helps bridge the psychological distance between instructors and students, making the virtual classroom feel more connected and interactive. This sense of connection is crucial as it can significantly impact student motivation, engagement and overall satisfaction with the course.
Humanizing online classes holds the potential to expand college access to everyone, including minoritized groups. That is the finding of the Humanizing Online Teaching project, a collaboration among the California Community College, California State University, and the University of California system. The project team’s research shows that fostering belonging is key to academic success, but online classes often lack interpersonal interactions. Project team member Michelle Pacansky-Brock has dedicated her career (and website) to spreading the word about humanizing teaching with creative ideas, including a Getting to Know You Survey, Wisdom Wall as well as Bumper Videos & Microlectures designed to cultivate community.
Instructor social presence
One of the primary benefits of humanizing online instruction is the enhancement of social presence. Social presence, as defined by Garrison, Anderson, and Archer (2000), is when students identify their role within their online community, communicate purposefully with their instructor and peers, and develop interpersonal relationships. Instructor social presence in online courses is also associated with increased student satisfaction and learning. When students feel that the instructor is genuinely present and engaged, they are more likely to participate actively in discussions, seek help when needed, and remain committed to the course (Reardon, 2022). In addition, when you are more present and engaged with your students, you are more motivated to find meaning and joy when teaching online. Your presence in the online course could organically emerge by practicing regular and substantive interaction.
Student outcomes
Research indicates that humanizing online instruction has a positive impact on student outcomes. According to a meta-analysis by Richardson et al. (2017), high levels of social presence are correlated with increased student satisfaction and perceived learning. When students feel connected to their instructor and peers, they are more likely to engage with the course material and persist through challenges.
Moreover, humanized instruction can help mitigate feelings of isolation that are common in online learning environments. By creating a more personal and supportive atmosphere, instructors can help students feel more connected and less isolated, which can positively affect their mental health and overall learning experience (Borup et al., 2020).
Strategies for humanizing online instruction
Video introductions and updates
Video introductions are a powerful tool for humanizing online courses. Instructors can create brief videos at the beginning of the course to introduce themselves, share their background and express enthusiasm for their subject. These videos do not need to be professionally produced; in fact, authenticity is often conveyed through informal and candid recordings (Lowenthal & Dunlap, 2018). Regular video updates throughout the course can also keep students informed and connected. For example, an instructor might record weekly summaries of the course material or provide insights into upcoming assignments.
Personal anecdotes and stories
Sharing personal anecdotes related to the course material can make lessons more relatable and memorable. This practice, known as "selective vulnerability," involves sharing aspects of the instructor's life that humanize them and make them more approachable (Costa, 2020). For instance, an instructor teaching a psychology course might share a personal experience that illustrates a psychological concept, helping students see the practical application of theoretical knowledge.
Interactive office hours
Hosting live virtual office hours using video conferencing tools allows for real-time interaction and fosters a sense of presence. During these sessions, instructors can answer questions, discuss course content and provide personalized feedback. This direct interaction helps build a stronger rapport and trust between instructors and students (Richardson et al., 2017).
Transparent communication
Transparency in communication is crucial for establishing trust. Instructors should be clear about their expectations, course objectives and assessment criteria. Providing detailed syllabi, regular announcements and clear instructions for assignments can reduce anxiety and create a more predictable learning environment (Borup et al., 2020). Additionally, being transparent about any changes in the course schedule or requirements can help manage student expectations and maintain trust.
Feedback and encouragement
Providing timely, constructive and personalized feedback on assignments demonstrates an instructor's commitment to student learning. Recognizing and celebrating student achievements, even small ones, can motivate and encourage students. According to Conrad and Donaldson (2011), positive reinforcement and personalized feedback can significantly impact student engagement and persistence.
Discussion participation
Actively participating in online discussion forums shows that the instructor is present and involved. Asking thoughtful questions, responding to comments and encouraging deeper discussion can enhance the sense of community and engagement. For example, an instructor might pose open-ended questions related to the course material and actively engage with students' responses, fostering a collaborative learning environment (Garrison et al., 2000).
Examples of humanizing online instruction
An example of effective humanization in online instruction is the use of "video or audio postcards" by instructors. These are short, informal video or audio messages sent to students to acknowledge their efforts, provide encouragement or address specific concerns. Such personalized messages can make students feel seen and valued, significantly enhancing their connection to the course.
Another example is the practice of community-building activities at the beginning of the course. Instructors can use icebreaker activities, such as sharing fun facts about themselves or asking students to post introductions in a discussion forum. They can also provide an opportunity for students to share their location on a map where they pin their location. These activities help establish a sense of community from the outset and set a positive tone for the course.
Conclusion
Humanizing online instruction is essential for creating an engaging, supportive and effective learning environment. By employing strategies such as video introductions, personal anecdotes, interactive office hours, transparent communication, and active participation in discussions, instructors can enhance their social presence and build stronger connections with their students. These efforts not only improve student satisfaction and engagement but also contribute to better learning outcomes and a more positive educational experience. As the landscape of education continues to evolve, the importance of humanizing online instruction will remain a critical factor in the success of online learning.
References
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expanding model for improving practice in online and blended learning. Educational Technology Research and Development, 68(2), 383-402.
Conrad, R. M., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. John Wiley & Sons.
Costa, K. (2020). The essential guide to online teaching: Mastering the art and science of virtual instruction. Jossey-Bass.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Lowenthal, P. R., & Dunlap, J. C. (2018). From interaction to social presence: Review of the literature. In The SAGE Handbook of E-learning Research (pp. 156-176). SAGE Publications Ltd.
Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2023). In search of belonging online: Achieving equity through transformative professional development. Journal of Educational Research and Practice, 12(0), 39–64. https://doi.org/10.5590/JERAP.2022.12.0.04
Reardon, C. (2022) Instructor social presence: An essential tool for online student engagement and persistence in higher education. Lexington Books. Rowman & Littlefield.
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417.
Created on September 25, 2024