• How do you measure engagement now? Do you?
  • Is this difficult?
• Do students reach out to you about personal difficulties?
• What are the things you know about a person in F2F as opposed to online?
• If every class had a 'report' of how engaged each student was, would you use this?
  • Would you find it easier to target engaged students / disengaged
• Did you receive any instruction on how to teach online?
  • What helped you learn/adapt?

Minutes

1. Much harder to measure engagement in an online space
   • How do you measure engagement in a classroom? What are you looking for? What has changed?
     • In person, likened to a performance, if you were at a musical or a play, where performance depends on feedback, it's the same when you teach.
       • If teacher can see if you are nodding, understanding, looking stressed, easier to adapt teaching to that.
       • When you can walk around the room, see if people completing activities or responding to you, easier to adapt tutorials and change it.
       • Teaching a subject online, no one had camera on, no one asking many questions, teacher could not adapt to class; went through lesson in the same way they taught lesson to in-person class.
       • Because no engagement, makes teaching extremely difficult, don't feel confident, which is important for a tutor to feel.
   • No real time feedback; teacher feels shit about themselves, knowing quality of teaching is not as good as it could have been.
     • Grasping through visual feedback is most important
2. Creating an environment where people feel comfortable asking questions, or verbalising.
   • People feel more intimidated asking questions online; even when same amount of persons online
     • Asking a question in person, tutor can come to you and it's 1on1. In online, feels disruptive.
   • Hasn't been much consideration into systematic point of view.
     • Not paid to adapt

<aside> 🔑 → AFK BUTTON SOLUTION?

• ^ Teacher's cant tell what your environment is therefore they don't know why you might be disengaging, and don't know how to help you

</aside>

• When teaching, build momentum based on engagement. It's a feedback loop, which can occur online as well. Worried student does not understand anything.

  • Feedback loop
  • Bias develops towards students who engage, teacher adapts towards them rather than towards the whole class.

• Because taught F2F multiple times, established relationship, can tell attitudes of answering questions for students taught before

  • Not sure what is distracting students.
  • In class, teacher can tell that student is distracted on content based on content due to stripped environment.
  • In online, students can appear that they are struggling, not sure if it's related to what is going on in the home

• Student who used to be super engaged has changed, not submitting on time, less engaged in class, but also goes the other way.

• Online learning, some people thrive, not necessarily bad

• Professional responsibility to uphold, that can clash with personal concerns. Involvement vs. pragmatism.

<aside> 🔑 Teachers should be able to customise how they can view report/feedback

</aside>

• End of day report/analytics on engagement levels and performance; quantitative trends in student engagement.
  • Where students drop-off/drop-out, and consistency.
  • Think about where teachers might be underpaid, and how they might not want to look at, and then change their teaching style.
  • Think about how it could change how teachers view themselves? Comparing to other teachers (could potentially be harmful). For new teachers, the comparison, and knowing what to do with the data might not be helpful.
  • What is engagement report helping? How can teachers use it? Is that going to be too different for different teachers?