Click here to view the video transcript
There is definitely mounting evidence in research showing that digital whiteboards like Miro actually does foster student engagement and enhance learning in an online classroom environment. However, it’s important to note that careful planning is required. It’s really dependent on the instructors’ teaching methods, their ability to deal with technical issues, really building up on the technical expertise, and also they have to provide a certain level of scaffolding. If all these factors are addressed, then using Miro can be an exceptionally wonderful learning experience for both the instructors and the students. Thank you for listening, and I really look forward to engaging with you through the comments.
- There is mounting evidence that digital whiteboards, such as Miro, enhance student engagement with course material in online classrooms.
- One significant advantage of using Miro is the ability for instructors to provide real-time guidance and address students’ inquiries. The utilization of Miro streamlines the learning and teaching process, providing additional value.
- The instructor’s effectiveness in delivering course content and the level of student engagement is largely dependent on factors such as the level of planning involved, and the teaching approach taken. When these elements are adequately addressed, both instructors and students can benefit immensely from an exceptional learning experience using Miro.
Thank you for taking this course which has been developed with Dr Lalitha Kirsnan. We hope you have enjoyed it. Remember to mark this lesson as ‘Mark Complete’ to earn your Course Completion Badge.
References:
Campbell, M., Detres, M., & Lucio, R. (2019). Can a digital whiteboard foster student engagement? Social Work Education, 38(6), 735-752.
Chen, J. C., Dobinson, T., & Kent, S. (2020). Lecturers’ perceptions and experiences of Blackboard Collaborate as a distance learning and teaching tool via Open Universities Australia (OUA). Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 222-235.
Frank, J. J., & Bellini, J. (2005). Barriers to the accommodation request process of the Americans with Disabilities Act. Journal of Rehabilitation,?71(2), 28.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Kilpatrick, C. D. (2019). Faces or fingers: Building community with synchronous chat. In Educational technology and resources for synchronous learning in higher education (pp. 1-22). IGI Global.
Mendez, A., Brioso, J., Jaramillo, A., Premawardena, D., Cunningham, E., Sarran-Armogan, L., & Zhou, C. (2022). Use of Digital Whiteboard to Engage Undergraduates in Online Studies of Instructor-Generated Biological Diagrams. Journal of Microbiology & Biology Education, 23(1), e00195-21.
Redmond, P., Abawau, L., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online learning, 22(1), 183-204.
Shackel, R. (2012). Beyond the Whiteboard: e-learning in the Law Curriculum. QUT Law and Justice Journal – Special Edition in Legal Education, 12 (1), 105-132.
Thompson, A. A., & Yuen, B. P. L. (2022, Aug 29). Using Miro to enhance students’ online engagement and learning in a science communication module. Teaching Connections.
Discussions
What are your takeaways from this course?
Please share your thoughts and questions in the comments section below.