Education

Web-Based Contact Learning ABC (Part 2): Contact, adjustment and involvement

Web-based Contact Learning ABC is a practical study material in conducting e-learning. This material helps teachers and trainers to organize webinars and e-learning efficiently and thoughtfully. The material is prepared by the lecturers of the Non-formal Education and Lifelong Learning study area of the School of Educational Sciences at Tallinn University in cooperation with the team of EDUSPACE research lab of teaching and learning.

woman on the phone
Making contact with students
  • Be there before the start of the webinar. Use supportive and encouraging invitations, open-ended questions, photos, polls, and exciting web links to create and maintain contact. They help to create a joint discussion and focus the group's attention.
  • Introduce yourself briefly at the first meeting.
  • When making contact, consider whether the learners are familiar with each other. Ask each learner to say briefly what connects them to the study group or what you, as a teacher, and fellow learners might know about the learner.
  • At the end of the contact, summarize what you have learned, reflect on your observations, talk briefly about future plans, and participating today. 
  • Leave the meeting last or end the meeting for everyone at the same time.
Student adjustment
  • Tune in to group communication, co-learning, and the learning situation, involve students in the learning process.
  • At the beginning of the learning situation meeting, give the opportunity to tune in to the topic and the content of the learning in order to activate previous knowledge and experience.
  • Display a list of expectations, goals, or topics from which the student can choose the one that suits them. Discuss the result.
  • Formulate the purpose of the meeting together with the students. After introducing the topics of the study meeting, ask students to write in the conversation either a) their own learning objective, b) the question they are looking for an answer to or c) where they can use what they have learned.
  • Tune in to learning. Approach learners personally. Display a cloud of words prepared by the teacher on the topic being studied, a) each student can say which keyword they are talking about, or b) ask students to choose and write down three keywords that are of more interest.
Learner involvement
  • Involve learners from the beginning in making choices about the online learning process.
  • Decide together which digital environments you will use to collaborate.
  • Create opportunities to work in small groups. Direct communication helps build trust, positively influences group relationships, and keeps learners active.
  • Share the role of moderator so that learners can also learn from this experience. Such sharing allows you to save yourself during the learning process, creates opportunities for cooperation and co-learning, and for collegial relationships.