What types of classroom interactions do students want and what do we think they need?

Most academic literature celebrates the benefits of student-to-student and student-to-instructor engagement, which is deeper than simple interaction. However, many students, including those at UAGC, struggle to find time and energy to devote to even the simplest classroom interactions. We plan to survey all UAGC students to discover what they think of the previous types of classroom interactions they have had in the past and what they'd like to see in the future. If they want less interaction, we might want to spend more time educating them about the value of intellectual exchange and if they want more, we might want to design future classes with more opportunities for student-to-student and student-to-instructor interaction. Either way, this information will be important for us in our future course designs.

One of the most important tools UAGC is currently using is Power of One, which attempts to provide students with additional support, by working with them on deadlines and more deeply engaging with struggling students. Our research intersects with the Power of One initiative because part of that effort is designed to better know our students and the various limitations many of them face and ways we can help build their personal and intellectual skills. While we as designers of course content often believe more interaction is beneficial, with students stretched to the brink with work and family responsibilities, what ways can we create learning initiatives that acknowledge their needs, while also creating rigorous courses? This survey will help answer some of these questions.

Cheri Ketchum

Cheri Ketchum is an Associate Professor at UAGC and has been working for the university since 2010. She oversees the communication and journalism programs within the Department of Education and Liberal arts and primarily teaches courses on persuasion and communication and conflict. Her research interests focus on instructor-student engagement, instructive feedback, journalism and popular culture.

Dr. Daria S. Lafave

Daria S. LaFave, PhD is an Associate Professor at UAGC. Her research interests are interpersonal communication, instructor-student relationships in online classrooms, and effective online course design. She has been teaching communication courses at UAGC since 2012. https://www.linkedin.com/in/darialafave/

Elain Phompheng

Elaine Phompheng, MA is an Associate Faculty member at UAGC, teaching courses primarily in communication and information literacy. She has been with UAGC since 2008. Her research interests include online instructor/student engagement, feedback strategies for online instructors, and organizational leadership. Elaine is in the process of completing her PhD.

 Chelsey Yeats

Chelsey Yeats, MA Associate Faculty member at UAGC, has instructed students online since 2011. Yeats primarily focuses on Communication Studies with an emphasis on critical literacy. Over recent years, Yeats has researched and explored establishing positive social presence and developing feedback literacy within the online classroom. Besides teaching and research, Yeats serves as a subject expert for course textbooks and course development.