Shared Perspective: Considerations for Designing a Quality Online Learning Experience

Abstract

The COVID-19 pandemic highlighted the need for and value of delivering high quality online learning experiences. Engaging students in an online environment poses unique challenges, such as cultivating a community of shared learning, encouraging student buy-in, and focusing student attention, which may be more easily achieved in an in-person setting. Despite these challenges, high student engagement and learning in an online environment is possible. The process of engaging students as active members of an online learning community begins with the recognition of what GenZ students need and requires intentionality in aligning these needs with instructor goals and course learning objectives. Thus, this paper is a shared narrative from an instructor-student writing team that highlights the synergy of instructor practices and techniques and student behaviors and attitudes that promote a quality online learning environment for students enrolled in Clemson University’s Youth Development undergraduate minor in the Parks, Recreation and Tourism Department.

Keywords:

• Gen Z
• online learning
• student needs
• student engagement
• teaching and learning

Notes

1 The Clemson Youth Development Program offers an online undergraduate minor for students across the University. The minor requires students to complete a series of five 8-week courses, selected based on their own youth work interests or passions, which are all delivered via an online platform. Each course requires students to engage with the professor and their classmates through a weekly, 90-minute synchronous class period via Zoom as well as complete weekly readings and assignments (e.g., discussion board posts, papers, group projects, quizzes).