Higher education institutions are trying to substitute traditional pedagogical methods (face-to-face learning) with online courses. This replacement has been increasing over the past few years. Researchers believe there are no differences in outcomes for students enrolled in online courses; however, the data shows that students enrolled in an online course are achieving lower grades or are not just completing these courses. So, the question is, how can institutions harness the strength of online learning along with increasing the opportunities for interactivity, that mimics a face-to-face setting. This blog examine the recommendations that could affect both course setting.

Student Engagement

Student engagement is a critical factor in both traditional courses and distance courses. I had a professor ask me, “professor how do you keep students from looking at their cell-phones during class.” I replied, “you use their technology against them.” I proceeded to show him how I used one word “Egypt” and had the students do research on their devices. At this time, I had 25 students in my class, and the instructions were to find out something on Egypt, and they could not use “Wikipedia”; and the information could not be repeated. The key to the exercise was to check the source of their information for reliability and transparency. By the time I started the exercise, students were looking at their devices trying to find out as much information on Egypt as possible. When students started to report their findings, I noticed not one student looked down at their devices to check Facebook or Instagram. They were fully engaged in the discussion. This leads me to my next factor, technology.

Technology

Technology over the past several years has impacted both institutions and pedagogical methods in higher education. Technology has changed the way professor teach and the way students learn. The internet has improved the ability to gather information, work, shop, and gain access to educational opportunities. Pew Internet and American Life Project (2017) study showed that 82% of adults in the U.S. had become internet users; the figure jumps to 97% in the 18-29 age range. This means most if not all college students are on the internet. Therefore, how can we use the internet to advantage and still try to monitor the expansion of knowledge within our students? Once faculty members adopt and master the use of technology, distance learning courses will equal the success of traditional courses.

Distance Interactive Pedagogy

I believe the use of DIP to improve student learning as well as competencies in teaching and scholarly events and activities. Traditional faculty was once known as “supplier” and “disseminators” of knowledge; however, in today higher education setting faculty are known as “facilitators” and “educational technologist.” Faculty members must become more than just “professors” they must deliver, support, and technological service systems like (Canvas, Blackboard, Epuzzle, and Loom). Faculty members use to have academic freedom and autonomy; however, nowadays faculty is consulting with another one to develop strategies to integrate technology into their courses successfully.

By looking at these three factors, institutions will have a better understanding as to how to increase student success within the classroom. By increasing student success this will lead to better retention rates and thus leading to higher graduation rates. Online courses are the next wave of the future, but if students are not learning and are not achieving the highest grades or completing them, institutions will be faced with a huge dilemma. Thus, this dilemma will cost money, time, and resources to figure out.