{"id":2976,"date":"2020-04-17T08:00:06","date_gmt":"2020-04-17T15:00:06","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/inspire\/?p=2976"},"modified":"2020-04-17T08:22:13","modified_gmt":"2020-04-17T15:22:13","slug":"facilitating-active-learning-with-zoom","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/inspire\/2020\/04\/17\/facilitating-active-learning-with-zoom\/","title":{"rendered":"Facilitating Active Learning with Zoom"},"content":{"rendered":"
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Facilitating Active Learning with Zoom<\/h2>\n
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Image by Gerd Altmann from Pixabay<\/figcaption>\n <\/figure>\n

By Christine Scott, Instructional Design Specialist, Oregon State University Ecampus<\/p>\n

So you managed to get your face-to-face courses up and running remotely in the midst of a global pandemic. You\u2019ve <\/span>secured your Zoom sessions <\/span><\/a>to avoid unwanted disruptions, your students are in their virtual seats, and you\u2019ve successfully delivered a few lectures. So what\u2019s next?<\/span><\/p>\n

Now that you have students\u2019 attention, you may find that you\u2019re ready to focus on transforming your synchronous session into a space for <\/span>active learning<\/span><\/a> to take place. It\u2019s no secret that students learn better when they are actively engaged in the learning process. The question is how that translates to a remote Zoom session. Is it even possible to recreate the dynamic learning environment of your face-to-face class?\u00a0<\/span><\/p>\n

To answer that question, we can look to best practices in online pedagogy. We know that students in online environments experience better outcomes and higher satisfaction when there are opportunities for active learning and engagement with the instructor, the course content, and each other. Fortunately, Zoom has several tools we can leverage to incorporate learner engagement in the remote setting.<\/span><\/p>\n

Creating Opportunities for Active Learning<\/span><\/h2>\n

To set the stage for active learning, consider breaking your content delivery into shorter chunks, punctuated by periods of activity. Ask students to do something meaningful to help them engage with the content. This approach not only supports learning, but it also encourages accountability. If students understand they will be called upon to complete a task, they are more likely to be motivated to engage with the lecture.<\/span><\/p>\n

During your synchronous session, you might ask students to:\u00a0<\/span><\/p>\n