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 Engaging the
Online Learner
J O S S E Y- B A S S G U I D E S TO O N L I N E T E AC H I N G A N D L E A R N I N G VO L U M E 1

Activities and
Resources
for Creative
Instruction

Rita-Marie CONRAD • J. Ana DONALDSON

JOSSEY-BASS GUIDES
TO ONLINE TEACHING AND LEARNING

Engaging the
Online Learner
Activities and Resources
for Creative Instruction

Rita-Marie Conrad
J. Ana Donaldson
Copyright © 2004 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Imprint

989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permit-
ted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written per-
mission of the Publisher, or authorization through payment of the appropriate per-copy fee to the
Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978)
750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be ad-
dressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030,
(201) 748-6011, fax (201) 748-6008, e-mail: [email protected].

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call
our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986 or fax
317-572-4002.

Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print
may not be available in electronic books.

ISBN 0-7879-6667-3

Printed in the United States of America

FIRST EDITION
PB Printing 10 9 8 7 6 5 4 3 2 1
 
Contents

Preface ix
The Authors xiii

PA R T O N E Constructing Activities to Engage Online Learners 1

1 Engaged Learning in an Online Environment 3

Engaged Learning in the Online Environment 6
Guiding Learners to Engage Online 9
Appropriate Activities for Each Phase 12
Summary 13

2 Designing Online Engagement 16

Adapting Classroom-Based Activities 17
Meeting the Needs of Online Learners 19
Choosing an Effective Communication Tool 20
Summary 23

3 Measuring Online Engaged Learning 24

Analyzing the Quality of Critical Thinking 25

v
 Discussion Analysis Tools 26
Rubrics 26
Team Assessments 27
Reflective Self-Assessments 31
Summary 31

PA R T T W O Activities to Engage Online Learners 35

4 Learning to Use Online Tools 37

Building Students’ Skills in Using the Necessary Tools 37
Skill-Building Activities to Try 39
Skills Survey 40
Drag and Drop 41
Library Search 42
I Can Find That 43
Scavenger Hunt 44
Syllabus Quiz 45

5 Online Icebreakers 46
Characteristics of an Effective Icebreaker 47
Icebreakers to Try 48
Bingo 49
Classmate Quiz 50
Lineup 51
Lost in Space 52
Name That Movie 53
One Word 54
Portrait 55
Room with a View 56
Snowball 57
Things 57
Truths and Lies 58

vi Contents
 What Kind of Animal? 58
Why Are We Together? 59

6 Peer Partnership and Team Activities 60

Moving Dyads to Teams 61
Peer Partnership and Team Activities to Try 63
Contest of the Week 64
Dyad Debate 65
Group Contract 66
How’s My Driving? 67
Medieval Shield 69
Progressive Project 70
Structured Chat 71
Structured Discussion 72

7 Reflective Activities 73
Characteristics of an Effective Reflective Activity 74
Reflective Activities to Try 75
Aha! 76
Bumper Sticker 77
Critical Insight 78
I Didn’t Know That 79
IRAs 80
More Words to Lead By 81
Picture 82
Summary Words 83

8 Authentic Activities 84
Characteristics of an Effective Authentic Activity 85
Authentic Activities to Try 86
Case Study 87
Celebrity Chat 88

Contents vii
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 Cross-Region Discussion 89
Team Problem Solving 90
Pyramid 91
Social Responsibility 92

9 Games and Simulations 93

Characteristics of an Effective Game or Simulation 94
Games and Simulations to Try 95
Group Problem-Based Learning 96
Jilligan’s Island 101
Spreadsheets 103
Virtual Field Trips 104
WebQuest 105

10 Learner-Led Activities 106

Activities Led by Individuals Versus Teams 106
Conveying Outcomes 107
Choosing the Type of Activity 107
Adequate Orientation and Planning Time 107
What Do Learners Think About Learner-Led Activities? 109
Examples of Learner-Led Activities 110
Example 1 111
Example 2 112
Example 3 114
Example 4 118

References 121
Index 125

viii Contents
 
Preface

E xperts in online learning have repeatedly written that both learn-

ers and instructors have new roles to fulfill in an online learning
environment. A major challenge facing online educators is not only
how to become better facilitators of knowledge acquisition but also
how to help learners become more self-directed and collaborative with
peers than they might have had to be in traditional, predominantly
lecture-based courses. How can an instructor energize a learning en-
vironment and empower learners to adopt responsibility for their own
learning? How can this be done without verbal or physical commu-
nication cues in an environment where it is easy to hide from the in-
structor and peers?

While educators and learners in classroom-based courses have already discov-

ered the benefits of an engaged learning approach to education, the power of en-
gagement in online courses is yet to be fully realized. We define engaged learning as
a collaborative learning process in which the instructor and learner are partners
in building the knowledge base. The use of online interactive tools such as asyn-
chronous discussion boards and synchronous chats by educators initially began
about fifteen years ago. The publication of strategies and guidelines concerning
how to use online communication tools to build learning communities began less

ix
 than a decade ago with Harasim, Hiltz, Teles, and Turoff ’s book Learning Networks
(1996), which was followed a few years later by Palloff and Pratt’s Building Learn-
ing Communities in Cyberspace (1999) and then Salmon’s recent e-tivities (2002).
Why another book on the topic of online interaction and engagement? This
book represents an alternative for online practitioners who are looking for new
ideas to enhance their online instruction, providing another framework to con-
sider when designing and implementing online interaction. The proposed frame-
work helps instructors guide learners in the development of skills needed to engage
with the content and with one another online without the instructor being the pri-
mary initiator of knowledge generation and interaction. We perceived a need for
such a framework in our own work as online instructors and in various workshops
we conducted with other online instructors. All of us seemed to be seeking meth-
ods to improve learner interaction online. Through our experiences it became clear
that we could not assume that learners knew how to interact online and how to
become more responsible for their online learning. We could not become “guides
on the side” without learners becoming more involved as knowledge generators
and cofacilitators of the course. The Phases of Engagement framework was devel-
oped to help resolve these issues.
While the framework will be of help in explaining how to ease learners into
their new role, the strength of this book lies in the numerous examples of activi-
ties provided by experienced online instructors across the nation. These activities
illustrate various ways in which engaged learning can be promoted in an online
environment. While there are many elements that contribute to a successful on-
line course, we have chosen to focus solely on activities because many courses are
moving from an instructor-centered, lecture-based focus to a collaborative, learner-
centered focus, and the architects of online courses need ideas on how to make this
shift occur smoothly.
We do not intend to delve deeply into the theory of engaged learning. Rather,
we seek to provide a means to apply that theory in the online environment through
various types of activities as represented by the work of others who have success-
fully infused principles of engagement into their online courses.
The intended audience of the book is practitioners who are relatively new to the
online learning environment or who are dealing with learners who are relatively new
to online coursework. We also hope this book will be helpful to experienced online
practitioners who are seeking inspiration for their established online activities.

x Preface
OVERVIEW OF THE CONTENTS
The book consists of two parts. Part One provides a basic framework with which to
organize activities so that engagement is introduced into the online environment
and learned by community members in phases. Chapter One provides an overview
of the components necessary for engaged learning as well as a framework for build-
ing the trust and interdependence needed for learners to interact and learn their
new role in an engaged online environment. Chapter Two discusses how to con-
vert your classroom activities to an online environment and how to choose an ef-
fective online communication tool. Chapter Three addresses how to assess the
learning that occurs as a result of collaborative activities. Interactivity may be high
in an online learning environment, but what was actually learned may not be im-
mediately apparent. This chapter provides guidelines for developing assessments
for the types of activities discussed in this book.
Part Two presents activities that can be used to promote engagement among
online learners on a phase-by-phase basis. Use them as they are or adapt them to
more closely fit your subject matter. Chapters Four through Ten describe specific
types of activities keyed to each phase of engagement and provide several exam-
ples of each type. Each activity contains the title and the name of the instructor
who tested the activity in an online environment and submitted it for inclusion in
the book. Chapter Four focuses on how to help learners learn to use online tools.
Chapter Five provides examples of online icebreakers. Chapter Six discusses build-
ing peer interaction through peer partnerships and team activities. In Chapter
Seven, the use of reflective activities is the focus. Chapter Eight provides examples
of authentic activities. Chapter Nine focuses on games and simulations. Chapter
Ten discusses learner-led activities.

ACKNOWLEDGMENTS
This book presents not only our ideas but those of numerous faculty across the
United States who have creatively and diligently worked to engage online learners.
We salute the faculty members who volunteered their activities for use in this book.
It has indeed been a community endeavor, and we are deeply indebted to each con-
tributor.
A special thanks goes to Bill Draves and the LERN organization for helping us
to reach faculty nationwide. We are particularly grateful to Rena Palloff and Keith

Preface xi
 Pratt, who inspired us and encouraged us. Without them, this book would not have
come to fruition. Our gratitude also goes to Rhonda Robinson and Sharon
Smaldino for their mentorship, to Belle Cowden for her contribution to the de-
velopment of the phases of engagement and to the director and staff of the An-
nual Conference on Distance Teaching and Learning in Madison, Wisconsin, who
provided the environment in which this book was conceived and nurtured. Our
deep appreciation also goes to David Brightman and Cathy Mallon, our editors at
Jossey-Bass.
And to the most important people in our lives, our families, we express our
deepest gratitude—to Larry and Alec Conrad for their understanding and patience,
to Brenda Ramey for her abiding belief, and to Al Donaldson for his encourage-
ment, love, and shared laughter.

AN INVITATION
Please let us know how you use the activities in this book. Also, if you have an
activity that you would like to share in future editions, please contact Rita at
[email protected] or Ana at [email protected]. We look forward to hear-
ing from you.

Rita-Marie Conrad J. Ana Donaldson

Tallahassee, Florida Cedar Falls, Iowa

xii Preface
 
The Authors

Rita-Marie Conrad has been teaching, designing and consulting about online
courses for the past decade. She has been the head of online instructional devel-
opment and an online faculty member at the School of Information Studies at
Florida State University as well as an online faculty member for FSU’s Master’s de-
gree program in instructional systems. Conrad consults on the design and imple-
mentation of distance learning courses, the management of technology-related
projects, the use of technology in the classroom, and she has provided training to
community college and university faculty. She is a frequent presenter on the topic
of online instruction at various national forums such as the Learning Resources
Network and the Annual Conference on Distance Teaching and Learning. Conrad
has also taught online courses for Capella University and Nova Southeastern Uni-
versity. She is coauthor of Faculty Guide to Moving Teaching and Learning to the
Web, which assisted faculty nationwide with decisions regarding the move of a
course to the Web.
Conrad has a bachelor’s degree in accounting from Illinois State University and
a master’s degree in educational media and computers from Arizona State Uni-
versity. She holds a Ph.D. in instructional systems design, with a specialization in
distance learning, from Florida State University.

J. Ana Donaldson is assistant professor of educational technology at the Univer-

sity of Northern Iowa. For many years, she has presented workshops on how to ef-
fectively use technology to apply the principles of engaged learning in the
classroom.

xiii
 Besides her years of classroom experience in creating Web-supported learning
environments, Donaldson is a published author, keynote speaker, and international
presenter. She has presented at conferences sponsored by the International Visual
Literacy Association, the University of Wisconsin, the Association for Educational
Communication and Technology, and the Iowa Distance Learning Association on
a variety of engaged learning topics.
Donaldson received a bachelor’s degree in computer science and a master’s de-
gree in instructional technology from Northern Illinois University. She holds an
Ed.D. in instructional technology from Northern Illinois University.

xiv The Authors

 PA RT
ONE

Constructing Activities
to Engage Online
Learners
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