Skip to main content

Synchronous Teaching via Zoom can be as Engaging as the Classroom!

That’s right, I said it! Teaching via Zoom CAN be as engaging as teaching in the classroom! Additionally, online synchronous classes provide an opportunity to teach students digital technology and teamwork skills they will need in their careers, while having a little bit of FUN!

Admittedly, educational technology (ed-tech) can feel overwhelming if you do not know where to begin. At first, I was worried students would struggle or feel more overwhelmed. I was honest upfront by telling students we were trying something new and I wanted their feedback after we tried it. Most students were excited to try something new. One student even commented it was nice that to see a faculty member trying new things and asking for feedback, it demonstrated that faculty members do care about student learning.  One student literally said, “I’m understanding the material and learning a skill I could use at a job.” Yes, that is my goal! We want students to learn the material to meet course learning objectives and build transferable skills. After receiving this feedback, I knew I had to keep building my ed-tech skills set to build engaging content. Yes, it looks different than the activities I have built for a face-to-face classroom, but different does not mean inferior.

NearPod logo. Click to go to the NearPod homepage.

If you are interested in educational technology but don’t know how to start, NearPod is a good free option. NearPod is a robust presentation tool that integrates many forms of educational technology into one user-friendly app. Nearpod allows faculty to upload an existing PowerPoint presentation and add activities such as polls, response questions, trivia-style games, and interactive videos. Additionally, these interactive activities allow faculty to identify if students are understanding the class content or not. Furthermore, it allows faculty to see if the students are engaged throughout the lecture or not. Students report they enjoy using NearPod because they get to engage throughout class. One student even said they like knowing they are going to have to respond throughout the class because it forces them to stay focused.  We know students have to work with class material to learn it, so we have to find ways to help them engage in synchronous classes.


We are a year into this pandemic. We are no longer trying to keep our classes afloat during a stressful last-minute change to online. This has become our, hopefully temporary, “normal”.  We have had some time to get our bearings and learn how to use Zoom. Are there still challenges? Absolutely, yes! Students and faculty alike are feeling the stress of the pandemic. Furthermore, we don’t know how long we will be teaching in these conditions. However, we do have an opportunity to engage with our students. Educational technology is one way faculty can help students thrive through their online educational experience. It’s one of the few things we can control these days… and it’s kind of fun! 😊 

Contributing Author

Krista Mazza Carter received her MA in Clinical Psychology from Eastern Illinois University and PhD in Clinical Counseling from Trevecca Nazarene University. Dr. Carter is currently an Associate Professor of Psychology and Chair of First Year Experience courses at Volunteer State Community College. In addition to teaching at VSCC, she continues to engage in clinical work as a Licensed Professional Counselor with a Mental Health Service Provider designation focusing on clinical supervision and consultation. Dr. Carter is committed to the personal and intellectual growth of students, both inside and outside of the classroom.  

Krista Mazza Carter




Categories:

Popular Posts

Differentiated Instruction in an Online College Classroom

Differentiated Instruction in an Online College Classroom Differentiated Instruction: Providing students opportunities to learn content using different resources, employing varied strategies, and/or allowing students to demonstrate their learning in different ways based on their individual learning needs and interests. --Natalie Milman, Differentiating Instruction in Online Environments Are we still thinking about differentiated instruction now that we're online? It's a core instructional principle that we all believe in, but in an overwhelming race to digital learning, it can easily be pushed to the side in a to-do-later-pile by even the very best and the brightest. How can we make an online learning environment engaging for our students while maintaining the integrity of the academic content and without further complicating the process? Creating an engaging course is as easy as focusing on the 3 main principles: Course Clarity, Student Communication, and Timely Student Feedba...
Read more

Increasing Engagement Through Diversity and Inclusion

Almost all disciplines have long-standing traditions within their field that are the most widely accepted methods of conveying information to students. In a few specific traditional lecture courses, particularly Art History lectures, there is usually little room for discussion. Instead, there is one room, one projector, and an onslaught of slides and images all shown in the dark which only helps to create a comfortable environment for students to drift off and wake up suddenly when the light switch is abruptly flipped at the end of class. In addition to this issue, there have been many concerns as to how those images are chosen, how the information is presented, and which parts of the art history timeline are given more attention than others. This seems to be of importance for many areas of study, however these issues came to light for me through teaching Art History. Hip Pendant Representing an Iyoba Queen (‘Queen Mother’). 16th century. Nigeria, Court of Benin, Edo culture. (Metrop...
Read more