Talk to Them not at Them: A Teacher-Initiated Model of Engagement (TIME) in Online Learning

Abstract

This paper proposes that limited teacher-student interaction in large online classes can lead to a higher attrition rate. TIME as an e-learning pedagogy can avert the situation. TIME is a cyber classroom management style comprising of student engagement techniques used to address attrition and ensure quality education. This model has been found to increase student participation in a research class in the Master of Development Communication program of the University of the Philippines Open University (UPOU). Guided by the Theory of Interaction and Communication (Holmberg 1995), the study employed a quasi-experimental research design. From February to May 2018, submission bins were carefully tracked. A spreadsheet was prepared to document students’ submissions in the portal to include the date submitted to find out if TIME can decrease the attrition rate. The “treatments” include output affirmation; active “listening” to questions raised; quick responses to queries; student alerts or notifications; providing direct instructions on what needs to be done instead of leaving responses to chance; providing transitions to encourage continuous conversation by posting questions that will require further thinking, action, and revert; conducive learning environment; and, coaching and mentoring. Results were compared with the performance of students enrolled in the same subject from previous years, where TIME was not employed. Indeed, a difference was observed in terms of completion rates. Hence, it can be concluded that a responsive teacher encourages students to complete their tasks thus decreasing attrition rates in online learning. As independent learners, students can experience cognitive dissonance as a result of teachers’ delayed responses to their questions. Teachers, on the other hand, have to beat time to meet expectations. However, with MOODLE on mobile, a simple “I’ll get back to you shortly” is consolation enough for students to know that they are being attended to, which could lengthen their patience. A volatile learning environment where the teacher is separated from the learner could be compensated by a click of a button with a smiley at the end of the phrase to say, “I’m here to lend an ear.”