Using Review Status places the emphasis on giving students their own review status.

You can use adaptive release via the grade centre and the completion of a test or quiz, for example, to release the next unit to students. Not only that, you can also use it to hide content once it’s completed.

Especially:

Starr-Glass, D. 2013. ‘From Connectivity to Connected Learners: Transactional Distance and Social Presence.’ Pp. 113-143

This publication looks at how technology can be used to engage students. The edited collection provides lots of guidance on learning technologies in teaching.

As the editors identify, ‘any technology, novelty or technical sophistication alone cannot guarantee engagement of learners. These technologies should be used in a purposeful and integrated way and within an appropriate theoretical framework germane to the teaching and learning context’ (2013: 5-6).

One chapter of note is Starr-Glass (Pp. 113-143) who emphasises building a learning community and offering opportunities for collaboration as a way to engage students who are studying at a distance. 

Starr-Glass uses Michael Moore’s theory of transactional difference to look at the repercussions of separating the learner from their peers and instructors. The author encourages learners to rely on more than just the technology.  Distance Learning also seen as an early form of learner-centric activities.

Starr-Glass argues that we are now at a Fifth Generation of Distance Learning (2005- ) – The intelligent flexible learning model (2013: 118). This is characterised by access to technology environments where ‘[l]earners are viewed as knowledgeable, self-assured, and capable of accessing informational networks’ (ibid.). Opportunities for creating communities amongst peers are also explored.

We often think about content of Distance Learning courses but we don’t necessarily think about how our students are accessing their content. In this article, Greig Krull and Joseph Duart look at how students make use of multiple devices. They used semi- structured interviews to analyse their findings.

Their findings suggest that students studying via distance learning tend to work in multiple locations (private and public) ‘demonstrating the potential for seamless learning’ (4).

The study also found that students had access to between 2 and 5 digital devices for learning. On average, students used 3 devices for learning (4).

As the authors indicate, ‘[a]n area for future research is how educators can better support students using multiple devices and how to reduce any potential ‘seams’ in their learning experiences’ (10).

Meyer examines online learning against a context of retention in Higher Education. Of most interest, might be the section on Experiential and Active Learning (p. 28).Meyer also discusses the importance of fostering an online community amongst learners to encourage engagement with resources. The monograph borrows the National Survey of Student Engagement (NSSE) to consider how you might engage students in online learning.

These include:

1.       Level of academic challenge

2.       Active and collaborative learning

3.       Student-faculty interaction

4.       Enriching educational experience

5.       Supportive campus (online) environment

(7-8)