(SKKN 2022) HOW TO INCREASE STUDENTS ENGAGEMENT IN ONLINE CLASSES

THANH HOA PROVINCE DEPARTMENT OF EDUCATION AND TRAINING

BA DINH UPPER SECONDARY SCHOOL

EXPERIENCE INITIATIVE

HOW TO INCREASE STUDENTS ENGAGEMENT
IN ONLINE CLASSES

Teacher: Mai Thị Loan
Jod title: Leader of English Group
Ba Dinh upper Secondary School
Nga Son District
Study thesis: English

THANH HÓA 2022


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CONTENT

1.INTRODUCTION
1.1. Reason for choosing the topic
1.2. Research purposes
1.3. Research Objectives
1.4. Research Scope
2.

CONTENT
Theoretical background

2.1.

2.2. Situation of the problem before applying the experience initiative

Experiences or solutions used to solve the problem
2.3.1. S ynchronous strategies
2.3.

Consider the primary objective when creating the synchronous a
lesson
2.3.1.2.
Provide links to valuable resources and reference sites.
2.3.1.3.
Cameras On
2.3.1.4.
Create tutorials or online scenarios to enhance interactivity.
2.3.1.5.
Name Selectors
2.3.1.6.
Include a visual presentation that accompanies the synchronous
learning experience.
2.3.1.7.
Develop a guide that learners can utilize to stay on track.
2.3.1.8.
Encourage learners to offer feedback.
2.3.1.9.
Make a presentation available online after the synchronous lesson
takes place.
2.3.1.10. Integrate group collaboration activities.

2.3.1.11. Using Zoom Chat to check understanding
2.3.1.12. Hand Signals
2.3.1.13. Flip the classroom to stimulate deeper discussion
2.3.2. A synchronous strategies
2.3.2.1.
Examples of asynchronous learning
2.3.2.2.
The Benefits of Asynchronous Learning
2.3.2.3.
Communicate the Blended Learning Objectives Internally
2.3.2.4.
Create a Flexible Blended Learning Strategy
2.3.1.1.

2.3.2.5.

Include Effective Assessments In The Program

2.3.2.6.

Build a Blended Learning Community

2.4. The effectiveness of the experiential initiative on educational activities, on

self, colleagues and the school

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3. CONCLUSION AND RECOMMENDATIONS

1. INTRODUCTION
1.1. Reason for choosing the topic
Today online education is trending and is becoming very popular. Online education is
a new digital way of studying so that students can study from home. Though the
concept of online education is not new due to pandemic Covid-19, the importance and
necessity of online teaching have increased immensely. Schools and coaching
institutes are teaching their students through online medium and this is why it is
important to know how to arouse student engagement in online classes.
1.2. Research purposes
Student engagement is about how interested and active a student is in any given
lesson. It’s an important concept that, when accomplished, works wonders for both the
students and the classroom as a whole. The coronavirus pandemic has changed almost
every part of our lives, including how our children learn. As of this study, most schools
have closed across the nation, sending millions of pupils and students home. Schools
and teachers across the nation are scrambling to provide online learning options for
students. How can teachers used to teaching in a classroom provide an effective online
learning environment for all their students, regardless of access and need? It takes a lot
of patience, flexibility, and creativity.
I learned the importance of student engagement in the classroom on my first day of
teacher education classes. How to help students at Ba Dinh high school learn
effectively in these very unique times, recently, in the past months of online teaching, I
truly experienced its power firsthand.
Research Objectives

1.3.
-

Find out some effective techniques in teaching online classes and know how to apply
them to motivate students to participate during online classes.

-

Know how to provide different learning options for students to get all Zoom students
involved.
Research Scope

1.4.
-

The challenges of getting students to participate have intensified during remote
learning. Digital platforms such as Microsoft team, Google Meet, Zoom can create
added communication barriers by making it hard to know when to talk, for example, or
how to read subtle but important elements of discourse like a person’s body language
and facial expressions. Additionally, online discussions are often hindered by
variability in students’ access to technology and by privacy concerns, and
consequently many teachers have had to rely on students’ submitting work over

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isolated channels like email, which can leave back-and-forth between peers (and
between students and the teacher) by the wayside.
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Getting students to contribute in virtual classrooms takes some work, it turns out. “We

keep calling this generation digital natives as if they are simply whizzes at everything
computerized. They aren’t,” They need personal support, scaffolding, and reassurance
that technology does not provide. It is simply a tool, not a teacher.” Taking advantages
of some useful applications such as Azota, Google form, Google sheet, Padlet, Quizlet,
Quizizz… helps to enhance the students’ engagement during online classes.

2. CONTENT
2.1.

Theoretical background
Online education is a system of teaching or education through which students can
study online using their electronic devices such as computers, laptops, smartphones
and palm tops etc. just sitting at home through the active Internet connection.
Online education is a way through which teachers and students can connect with each
other using the Internet from any corner of the world. It is an education system
through which teachers can teach any student from anywhere in the world and students
can also study in any part of the world.
Due to the pandemic Covid-19, we were instructed strictly not to get out of the house.
Due to which all schools, colleges were closed and students were prohibited from
getting education and promoted in the next class. Keeping such circumstances in mind,
an online education system was started which is proving very crucial today. Online
education has made its way around the world because of its convenience and easy
process of operation. In lockdown where all the sources of education are closed, the
online education system has made education a new world. New and digital methods of
education are being adopted worldwide. Therefore, children are able to study through
online education in all countries of the world. Stimulating classroom participation is
already a challenge in person, but it is even harder in an online course. The video
conferencing platforms create additional obstacles as it becomes harder to plan when
to speak, or to guess how our message is perceived. Additionally, access to
technologies (computer, high-speed internet) complicates spontaneous exchanges as

well. To counter those technological hazards, a large number of teachers have chosen
to go with individual assignments handed in via submission boxes, which limit
interactions even more.

2.2.

Situation of the problem before applying the experience initiative


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However, there have been three outstanding difficulties in the past years of online
teaching. That is the surprise of students, the stress of all forces when participating in
online teaching and the systematic shortage of connected devices and digital resources.
One of the main causes of difficulties is the way in which interaction activities
between teachers and students are organized. Teachers need to interact with students in
direct and indirect ways not only during class time but also before and after each
online class. In addition, teachers also need to interact with parents to ensure their
connection and support. Among these, maintaining interaction during online lessons is
the most difficult because of the short learning time; large numbers; shool students do
not yet have study habits; teachers' skills when using technology solutions or technical
systems, poor transmission lines, lack of synchronous peripherals. But for proper
online education, students’ active involvement is required. So, learn how to engage
students online to make online classes more interactive.
The engagement of students in online learning is a paramount factor without which
everything is in vain. Active engagement of students enhances the learning experience
and adds more fun to the teaching process by which the online teaching method can be
proved fruitful. However, active student engagement in online class is not quite
understandable by everyone. Some faculties or guides or even parents do not pay
attention to this factor. Student engagement can be understood as: “to improve the

experience of education, what type, amount, and intensity of investment a student is
infusing in online education”.
So, in this experience initiative, I mention some innovative measures that I have been
taking to engage my students online.
2.3.

Experiences or solutions used to solve the problem
In every classroom, there are students who always have their hand raised to
participate, and those who are hesitant to engage. Whether they’re introverted, tend to
think awhile before they contribute, or are just having a bad day, it can be hard to bring
kids into discussions who are reluctant to add their voices.
The challenges of getting students to participate have intensified during remote
learning, we’ve heard from many teachers. Digital platforms can create added
communication barriers by making it hard to know when to talk, for example, or how
to read subtle but important elements of discourse like a person’s body language and
facial expressions. Additionally, online discussions are often hindered by variability in
students’ access to technology and by privacy concerns, and consequently many
teachers have had to rely on students’ submitting work over isolated channels like
emails, which can leave back-and-forth between peers (and between students and the
teacher) by the wayside.


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To find out how to improve student discussions and participation in online learning, I
culled through hundreds of comments from my students, as well as on social media
and followed up with more than 80 colleagues at Ba Dinh high school to see how they
tackled the challenge last year. A wide range of strategies have been offered, both
synchronous and asynchronous, to integrate the values and the voices of all students even the quietest or those with disrupted schedules - into my classes this year. To boost
student participation during online learning, I have been applied these synchronous

and asynchronous strategies.
2.3.1. Synchronous strategies
Synchronous learning offers many of the benefits of traditional instruction, such as
immediate feedback and direct group collaboration, minus all of the drawbacks such as
the cost of on-site teachers. However, to get the most out of the synchronous learning
experiences, teachers have to develop an effective synchronous learning strategy that
will allow him/her to capitalize on the many tools, techniques, and technologies that
are available today.
2.3.1.1.

Consider the primary objective when creating the synchronous a lesson
Having a clear idea of what we hope to achieve through the synchronous learning
lesson is the key, especially when we are creating the synchronous learning plan and
syllabus. What skill sets are we trying to develop? What information must be provided
during the synchronous lesson? Is there a particular behavior or approach that I am
striving to instill within my learners? Keeping this primary objective in mind while I
am developing my strategy can help me design live lessons and modules that hit their
mark every time. When I have clearly defined goals, I know which key pieces of data
to include, which learning methods will work best, and how I can deliver the content
to achieve the best results.
Here are some detailed objectives I sent my students before online classes:

2.3.1.2.

Provide links to valuable resources and reference sites.
Include plenty of links to important reference sites or valuable resources that can be of
benefit to the learners. Are there articles that may help them to tie the content to real


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world examples? Are there sites that learners may want to check out if they want to
learn more about the topic itself? Include the links in their companion guide or post
them in live chats or Zalo groups so that they can access them quickly and
conveniently, rather than wasting time on searching the web by themselves.
I usually send Zoom link to my students on Zalo groups
Join Zoom Meeting
/>358049201?
pwd=YUFvL01WbHVRWnh
nSWtqY2JzTFBldz09
Meeting ID: 893 5804 9201
Passcode: YFx6fx

2.3.1.3. Cameras On

There’s nothing worse than teaching a bunch of black squares. When your students
turn their cameras off, you have no idea whether or not they’re paying attention. You
don’t even know if they’re actually sitting at the computer. Make it a rule that students
must keep their cameras on during your lessons. That way, you can make sure they
are really listening to you. Their facial expressions can also help you see whether or
not they understand the concept you’re teaching.
Here are some of my online classes’ images:


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2.3.1.4.

Create tutorials or online scenarios to enhance interactivity.
If there are real life examples of problems that you can tie into your synchronous

lesson strategy, then you may want to consider integrating online scenarios or
walkthroughs that the learners can utilize during the session. If there is a concept or
process that may be more difficult to be understood, then create a tutorial that learners
can view during the lesson. For example, if you are teaching how to utilize an app,
then you can develop a tutorial of how to use the app that you demonstrate virtually.
Then, students will have the opportunity to ask any questions and clear up any
confusion that they may have right away.


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Name Selectors
Sometimes you ask a question that you just want one student to answer. You can use a
random name selector to make sure all of your students are ready to participate. Since
they don’t know when their name will be chosen, they all have to be prepared. For
example, when you were in your physical classroom, you may have used popsicle
sticks with your students’ names on them. This could also work in the online
classroom. However, if you want something a little bit more high-tech, websites
like Flippity allow you to put all of your students’ names on a wheel. Just click the
wheel, and one of your students’ names will be randomly picked to answer your
question.
2.3.1.5.

2.3.1.6.

Include a visual presentation that accompanies the synchronous learning experience.
Create a visual presentation, such as a slide show or a website, that accompanies any
live chats or lectures that you're developing. Doing so, will enable more visual learners
to follow along and get more from the synchronous lesson, and will also allow all of
your learners to benefit from a more interactive and immersive experience. Be sure to

integrate relevant graphics and images that can enhance learner engagement, as well as
text recaps that summarize key information included in the synchronous learning
lesson. Powerpoint, Quizizz class, Azota class are the easiest ways I usually use to
present my new lessons.
This is an example of using a Quizizz live Lesson on modal verbs:


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And here are some examples of getting students’ interests on Azota Flatform:


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2.3.1.7.

Develop a guide that learners can utilize to stay on track.
It's important to offer a guide or an in depth outline that learners can use to stay on
track while they are taking the synchronous lesson or participating in a live event. To
do so, we may want to develop a companion guide that learners can either download or
view directly online, so that they know exactly what the synchronous lesson will
entail. This also enables them to stay motivated about learning, because they will have
an idea of what skills or knowledge they will be taking away from the experience. Be
sure to include the expectations and the goals to be achieved in this guide. For
example, we may want to mention any upcoming deadlines or how learners can get in
touch with you if they have any questions or concerns.
Below is an example of a 15 minute test I have implemented on Google form for my
Anh 10 students. They have 15 minutes to finish from the time the link is sent on
Zoom Chat. I share this screen on Zoom during the time so that my students can see
what and how their classmates are doing.

Make use of Google collaboration
When you want all of your students to respond to a question simultaneously, you can
use a shared Google Doc. Just create a Google Doc with a slide for each of your
students. You can type one student’s name at the top of each slide. Once you’ve
created this document, you can use it all year long every time you want all your
students to respond.
Make a copy of the document for each of your students. You can easily do this
in Google Classroom. Then, ask your students a question. They can each answer the
question on the slide that has their name on it. Since all of the work is in one
document, you can easily see who is participating and check their progress.
This is an especially useful strategy for questions that don’t have just one correct
answer. If there’s only one right answer, the students can look at other slides to see
how other students are answering the question. However, if you ask an open-ended


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question where students need to support their answers with evidence, they can’t just
copy from someone else.

2.3.1.8.

Encourage learners to offer feedback.
The most valuable tool you have, in terms of synchronous learning strategy
improvement, is feed back from your learners. So, why not encourage them to voice
their opinions and offer their input through a learner survey or questionnaire at the end
of the synchronous learning experience. Ask them about their overall experience and if
they feel that they benefited from it. Let them know that their feedback is invaluable,
and that their opinion can help you to fine tune your synchronous learning strategy
moving forward.

For synchronous learning, I translated traditional discussion strategies from the
classroom to live chats, while others found that digital tools helped boost classroom
participation. During remote learning this spring, students in Ba Dinh high school
classes led their own discussions over Zoom. Before the live class, students answered
questions independently, and then shared their responses at the start of the meeting as a
jumping-off point for a broader class discussion. While students conversed on video, I
listened and drew lines on a sheet of paper tracking the flow of the conversation,
resulting in a spider web. At the end of the discussion, I shared the drawing over video,
and then asked students to reflect on the experience and what they learned about who
talked, who listened, and who built on the ideas of others. It has been successful as a
means to get students to credit their peers with helping them come up with new ideas,
which helps build rapport.
For example: In a speaking lesson, when practicing giving a fact and making a cleft
sentence focusing on the fact (Tiếng Anh 11, Unit 13 Lesson E-Language Focus).
After giving instruction and guide the students hơ to do the task, I draw this spiderweb
(a starweb) and ask student to work in pairs.
Dũng makes a fact. Na listens to Dung, and then make a cleft sentence based on
Dung’s fact.


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And here is their work

2.3.1.9.

2.3.1.10.

Make a presentation available online after the synchronous lesson takes place.
Chances are that some learners will be unable to attend the synchronous lesson. As

such, you may want to record the presentation and make it available online after the
fact. This is also ideal for learners who were able to attend, but may want to use the
knowledge gained as a reference in the future. You can even make it available as a
Podcast or digital download that your learners can access on any device.
Integrate group collaboration activities.
One of the most significant advantages of synchronous learning environments is that
you gain the ability to utilize group collaboration exercises. These group collaboration
activities enable learners to benefit from the experience of their peers, even if they are
across the world from one another, and to become an active participant in their own
learning process. Create scenarios that the group must work through together,
encourage them to discuss the solution to a problem via live chat or online forums, or
ask them to post their opinions about a particular lesson on social media sites.
I have done my online lessons with the help of Azota and Google Form. Making full
use of Zoom Chat is really helpful to get students’ attraction. Zoom Chat allows free
and paid users to streamline communications between team members and external
Zoom users. With Zoom Chat, we can:

•

Quickly find contacts, messages, and files, keeping knowledge and information at your
fingertips.

•

Organize what’s most important by using starred chats and customized notifications to
help you cut out the noise.

•

Communicate in public or private channels organized by projects, teams, or topics.

Share files, emojis, screenshots, and more.
Here are some examples that I used to get my students engaged:


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2.3.1.11. Using Zoom Chat to check understanding:

After giving a small part of the lesson, I have my students use the Zoom chat in the
meeting to ask and answer questions to show whether they understood a concept. To
create structure around the responses, I guided my students in creating norms around
using the chat feature - they decided to reply their answers to the teacher only or to the
whole class. The practice helped me check for student’s understanding and pushed
students to engage more with the content. I used Zoom chat when holding live lessons
with my students in almost all online sessions. The youngsters enjoyed typing “T” or
“F” for true and false questions while answering problems in the chat box, and some
even attempted to write sentences in response to my questions. Typing responses also
provided a lot of keyboard practice for my young students. As well, the teacher can
give good comments on the students who had the correct anwers.


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2.3.1.12.

Hand Signals
While you’re teaching, you may choose to mute your whole class. That way, students
won’t be able to talk during your instruction. However, you still want them to
participate in your lessons. One way to garner engagement is with hand signals. If
you ask a yes or no question, your students can give a thumbs up or thumbs down. If

it’s a multiple choice question, they can hold up their fingers for the answer they
chose. For example, they would hold up one finger for A and 2 fingers for B. This
allows you to see which students understand the content without everyone trying to
talk at the same time. Or, if you want to get your students up and moving, you could
even give them an action to do to choose the correct answer. They could jump up and
down if they think A is correct or pretend to swim if they think B is correct. This will
allow you to check for understanding, while giving them a small brain and/or body
break.


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2.3.1.13. Flip the classroom to stimulate deeper discussion:

I found that a blend of asynchronous and synchronous instruction worked well to
stimulate student discussion during remote learning. First, I taught new content
asynchronously through recorded videos and online activities.
At the start of the live class, students briefly summarized the concepts they had learned
together and then divided into breakout rooms to solve related problems in small
groups. Flipping his classroom allowed me to spend less class time in direct instruction
- and listening to students at the start of class and in small groups helped me identify,
and then address, where my students were struggling. This has allowed me to clarify
concepts in a more targeted way and better assist students.
With the help of Google Form, I have done this easily. I sent them the link of Google
Form to get the students’ opinions about How to do a weekly test on Azota.
And here are their opinions.

2.3.2.

Asynchronous strategies

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2.3.2.3.

Asynchronous learning means that the teacher and the students in the class all engage
with the course content at different times (and from different locations). The teacher
provides students with a sequence of units which the students move through as their
schedules permit. Each unit might make use of assigned readings or uploaded media,
online quizzes, discussion boards, and more. The teacher guides the students,
provides them with feedback, and assesses them as needed.
2.3.2.1. Examples of asynchronous learning:
• Watching pre-recorded lecture videos or lessons
• Viewing video demonstrations
• Reading and writing assignments
• Research projects
• Student presentations
• Online class discussions via course discussion boards
• Individual or group projects
• Learning activities such as quizzes, problem solving, and games
2.3.2.2. The Benefits of Asynchronous Learning
For remote students, asynchronous learning not only helps alleviate the “Zoom
fatigue” that can lead them to disengage, but also offers flexibility to personalize
learning to suit their specific needs. Asynchronous learning offers a decisively
effective learning experience that enables students to benefit from the following:
• Never miss a class
• Learn at any pace
• Personalize and optimize the learning experience
• Revisit lessons as needed to improve comprehension and retention

• Take advantage of extra time to process, practice, and respond
• Adapt learning to self-accommodate for a disability
Of course, synchronous learning also offers advantages that contribute to student
success. In live sessions, either in-person or online, students can engage in real-time
social interactions and discussions, and they can get immediate feedback and guidance
from teachers.
If you don’t have a Learning Management System yet, it’s very important when
making the research to keep in mind your blended learning strategies and your
learners’ needs.
Communicate the Blended Learning Objectives Internally
Learners have to know when and why they will use technology for their training
process. Inform them about the combination between technology and face-to-face
training so that it will be clear when to use what.
This is my Website where my students can learn asynchronously during not only the
pandemic time but also during the normal time.
My sudents have to sign up the Web so that they can learn the lessons and finish their
tasks every day.


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2.3.2.4.

Create a Flexible Blended Learning Strategy
If you already have a strategy in place keep in mind that blended learning is a model
that needs a lot of flexibility. Before the official launch, you can organize a focus
group of employees who can test the LMS and training materials. Ask for their
feedback with surveys or forms implemented in the LMS. After this, you can easily
optimize the strategy and the content in order to fit your learners’ needs.
There are so many appliactions for teachers to help increase the students’ participation

and interest in the lessons. They are really helpful and creative. Padlet, Quizlet,
Quizizz, Kahoot, Canvas, Azota, Class Dojo …. are such the necessary e-teaching and
e-learning applications.
Below are some images that I show the work I have done on my Website in the last
term to help improve my students’ engagement on distant learning.


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These are my classes on Padlet and Quizizz where my students share their opinions,
new ideas, hand-in home assignments, or get link to practice new vocabulary and
structures.


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2.3.2.5.

Include Effective Assessments In The Program
Establish if you’ll have courses that will be in-class and you can develop pre and posttraining assessments for them. If some courses will be online, the assessments can be
at the end of the course. You can use multiple or single choice quiz and other
interactive assessments.
In this activity, I gave the live lesson on Inversions, and then I asked my students to
practice more about this structure via the link Quizizz I sent them. Upon looking at this
screen, I know who the most hard-working students are, how many times they have
practiced, and how well they have done the Quizizz test at home. If needed, I can
email their parents to notice the lazy students who don’t practice at home at all.

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Build a Blended Learning Community
Being and feeling as part of a community that supports technology-assisted training is
an effective way to increase engagement. You can start a forum inside your LMS
where employees can change opinions or ask questions.
Although some teachers - and students - said that synchronous discussions were more
engaging because they resembled a traditional classroom, many educators found that
asynchronous discussions were more equitable because they opened up participation to
students with low bandwidth, who had schedule limitations, or who were
uncomfortable engaging with the full class.
2.4. The effectiveness of the experiential initiative on educational activities, on self,
colleagues and the school
I have done two small surveys to get my students’ opinions about how they engaged in
the lessons and the effectiveness of learning online through this link on Google Form:

2.3.2.6.


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Link 1: />Link 2: />The first survay has been done on 127 students from 3 classes 11D, 11K, 12D at Ba
Dinh high school. 66.9% agreed that they found this way of learning effectively,
23.6% said they found it was alright, only 9.4% agreed that it was ineffectively.

In the second survey, many students liked the ways they could participate in the live
lessons, and showed the effectiveness of the new ways of learning new words,
practicing new grammar structures and assessing themselves.

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3. CONCLUSIONS AND RECOMMENDATIONS
As we look around your Zoom “classroom," we see black screens, empty chairs, and
blank faces. Teaching online comes with many challenges, but one of the biggest
problems is a lack of participation from the students. We can’t just walk over to their
desks to redirect them and make sure they are paying attention. In a virtual classroom,
we need a new set of strategies to keep them focused and engaged. Teaching online
comes with its own special set of challenges, none more problematic than fostering
meaningful student participation. Looking for ways to increase online class
participation? I believe that each teacher has our own tips to start using today to get all
your Zoom students involved.
To encourage participation online, I myself, along with my colleagues at Ba Dinh High
School have worked together to find the best ways to deal with them, to make online
lessons more and more interesting and exciting, to get the most participation of our
students. However, limitations are inevitable. The study presented in the thesis is of no
exception. I hope that future study on the same topic could overcome the
shortcomings.
Candidate’s statement
I hereby certify that the thesis entitled “how to increase students’ engagement in
online classes” is the result of my own research in Ba Dinh high school, and this
experience initiative has not been submitted for any other reseaches.

Confirmation of Ba Dinh high
school administrator

Nga Son, May 20th, 2022
Implementer

Mai Thị Loan


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2. Lee, W, R (1986). Language Teaching Games and Contest, Oxford. Oxford
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3. Paul, R. Pintrich & Dale H. Schunk (2002). Motivation in Education.
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/>5. Thảo Ngân. Memorize Everything with Quizlet - The Complete Guide
/>6. Thảo Ngân. How to submit assignments by Google Forms, store with Google Drive

and grade them with Google Sheets />7. Thảo Ngân. How to use Blooket - Game-based learning application.
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thì q phí />10. Azota. Nguyễn Văn Đại. HƯỚNG DẪN TẠO ĐỀ THI TRẮC NGHIỆM CHỈ 2
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