As I've learned throughout the course, there are so many elements to a synchronous online session that can either cause participants to engage or disengage. Some of these elements are:
*creating a safe community for learning through connection between the facilitator and participant group
*confidence and competence with the LMS, ed tech tools, and trouble shooting when technology is creating a barrier in the moment of learning
*time management of the session and ensuring that learners got what they came for
I have used a 3 question tool to evaluate the learners' response to the class, session, clinical day. Typically, these three questions remain the same and I ask students to answer them at the end of each session together. I allot 5-7 mins before we do the check-out so students have time to respond and send me their feedback. Questions are in the realm of:
1. How are you different now than when you joined the group today?
2. What are you still wondering about from today's class?
3. How did Norma support/ not support your learning today?
Students take full advantage of this opportunity and I respond to each person's feedback prior to the start of the next class.
The 3-2-1 model that our facilitator's have used in their mini sessions is a tool I will use to check in at midterm...it could be used for students to gauge their own learning as well as to provide feedback to me.