Stimulating active participation with class materials using Interactive Document

• Authors: Rinaldi Matteo , Hasan Dan
• Languages of publication: EN

Abstracts

EN

Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students’ critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material.

Keywords

EN

online learning; Microsoft Teams; FeedbackFruits; interactivity; engagement; active participation; online teaching tools

• Publisher: Szkoła Główna Handlowa w Warszawie
• Journal: e-mentor
• Year: 2021
• Issue: 3 (90)
• Pages: 84-90

Contributors

author

Rinaldi Matteo

• University of Amsterdam

author

Hasan Dan

• Utrecht University

References

• Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass.
• Biggs, J. (2014) Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22. www.herdsa.org.au/herdsa-review-higher-education-vol-1/5-22
• Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30, 452-465. https://doi.org/10.1007/s12528-018-9179-z
• Hasan, D. (2020a). Creating an environment in which students can continuously process feedback. FeedbackFruits. https://help.feedbackfruits.com/en/articles/3901733-use-case-creating-an-environment-in-which-students-can-continuously-process-feedback
• Hasan, D. (2020b). Developing professional competencies and stimulating collaboration between students with Interactive Document. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4614971-use-case-developing-professional-competencies-and-stimulating-collaboration-between-students-with-interactive-document
• Hasan, D. (2020c). Encouraging efficient integrated group work with Peer Review. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4191075-use-case-encouraging-efficient-integrated-group-work-with-peer-review
• Hasan, D. (2020d). Enriching recorded lectures using Interactive Video. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4146429-use-case-enriching-recorded-lectures-using-interactive-video
• Hasan. D. (2020e). Facilitating open discussions in an online poster-presentation symposium. FeedbackFruits. https://help.feedbackfruits.com/en/articles/5140144-use-case-facilitating-open-discussions-in-an-online-poster-presentation-symposium
• Hasan, D. (2020f). Integrating formative assessment strategies with Assignment Review. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4622162-use-case-integrating-formative-assessment-strategies-with-assignment-review
• Hasan, D. (2020g). Manage and review feedback in large student cohorts with Group Member Evaluation. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4574942-use-case-manage-and-review-feedback-in-large-student-cohorts-with-group-member-evaluation
• Hasan, D. (2020h). Optimising learners' self-study with Interactive Video. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4037054-use-case-optimising-learners-self-study-with-interactive-video
• Hasan, D. (2020i). Optimising the collaborative learning environment for Design-Based Education with FeedbackFruits. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4838604-use-case-optimising-the-collaborative-learning-environment-for-design-based-education-with-feedbackfruits
• Hasan, D. (2020j). Returning to an active student community with Interactive Study Materials. FeedbackFruits. https://help.feedbackfruits.com/en/articles/4942204-use-case-returning-to-an-active-student-community-with-interactive-study-materials
• Hashim, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 2(1), 1-5. https://doi.org/10.24036/002za0002
• Kirtman, L. (2009). Online versus in-class courses: An examination of differences in learning outcomes. Issues in Teacher Education, 18(2), 103-116. https://eric.ed.gov/?id=EJ858508
• Pace, C. R. (1980). Measuring the quality of student effort. Current Issues in Higher Education, 2, 10-16.
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.
• Ragusa, A. T., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: Sociologically exploring online learning environments. Rural Society, 27(2), 125-142. https://doi.org/10.1080/10371656.2018.1472914
• Restauri, S. L., King, F. L., & Nelson, J. G. (2001). Assessment of students' ratings for two methodologies of teaching via distance learning: An evaluative approach based on accreditation. ERIC document 460-148, reports-research (143). https://eric.ed.gov/?id=ED460148
• You, J. W, & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. https://doi.org/10.1016/j.compedu.2014.04.018