I have learned that neither gaming nor simulation are effective at introducing new concepts.  Adult learners need to understand the "why" for accumulating new information; it would seem that simulation would be more effective at answering the why question rather than gaming, where the goal may be competition or point accumulation.  If social learning is a main motivator for gaming, I'd like to see research that breaks this down by  generational motivation.  For example, in my experience, the digital natives may be more motivated by social context to learning, where "Boomers" may not be socially influenced.

I have worked exclusively in Simulations for the past six years and am now returning to the classroom in an accelerated course.  One must deliver the content that students manipulate and sometimes it feels like you can't do both (content delivery and activities/games) in time allotted.  I understand the need to assist retention with active learning strategies during class time, but I'm struggling with how to do it all in limited time.  It would seem that moving retention activities online in blended work would be ideal.  Perhaps part of the problem is that I consider online games a waste of… >>>

This module actually gave great suggestions on how to initiate classroom engagement. It made me aware that engagement can start even before the class starts. Thus, setting a tone of being friendly, open, and engaging with students despite being online and never getting to meet students face to face. 

This module reinforced that engagement online isn't a single strategy but interrelated ones that cover cognitive activation, instructor presence, and peer social presence. I also learned that  relying on inference rather than direct evidence from students could lead to misunderstanding or gaps in learning. Going forward, I intend to be more intentional about structuring my online peer-to-peer interaction (small groups, peer feedback, collaborative tasks) rather than hoping it will emerge from discussion boards alone or having to wait to engage within the classroom setting. I will continue to collect more direct anecdotal evidence — through brief check-ins or targeted survey… >>>

One of the most valuable lessons I learned from this module is the importance of effective communication in an online course.  Since students and instructors do not meet face-to-face regularly, communication must be clear, professional, and appropriate to prevent misunderstandings and help students feel supported.  I especially liked the CPA model because it emphasizes being focused, respectful, concise, and timely.

In my own online courses, I strive to communicate principles through Canvas announcements, messages, Zoom sessions, and prompt feedback.  I also encourage students to ask questions whenever they need clarification so that small issues do not become larger ones.  By… >>>

One of the most important ideas I learned from this module is that student motivation plays a major role in success in an online course.  Although motivation ultimately comes from the student, instructors can have a significant impact by creating a supportive learning environment through clear expectations, regular communication, timely feedback, and positive encouragement.

In my own online classes, I already use weekly Canvas announcements, Remind messages, Zoom sessions, and prompt feedback to help students stay engaged and connected.  After completing this module, I plan to continue using these strategies while placing even greater emphasis on encouraging students to set… >>>

Be mindful of how you may come across and set clear guidelines

That less then 20% of students are traditional students. online learning gives them the flexibility to still do their daily responsibilities

By creating a safe space for them to come and communicate with set outlines with when you will respond so they feel seen and heard. Still treating them with empathy and respect while still being able to have that teacher student boundary