Remote learning with Google platforms

This case study focuses on using Google Sheets with embedded activities in session recordings undertaken with one stream from the cohort, approximately 300 students. Students who take the course are studying for degrees in biosciences, psychology, commerce and statistics. The aim was to engage these diverse student cohorts to navigate the challenges of remote teaching to large cohorts.

STATS 101/101G/108: Introduction to Statistics can have over 5500 enrolled students a year, and there can be problems keeping students engaged and motivated, particularly in large lecture halls. When we had to pivot from in-person to remote teaching due to the global pandemic in 2020, the need to motivate and engage students became evident, which provided the impetus to create and implement the activities outlined in this case study.

Rhys using fun Zoom background to engage and motivate students to do the same.

Several activities in Google Sheets were suggested by students and demonstrated the value their tutor placed in their suggestions. It also showed that the tutor was listening to their ideas and comments.

Google Sheets and Docs links embedded on Canvas provide an alternative platform for students to give feedback and increase engagement.

It was a rewarding experience creating and embedding activities outlined in this case study. Responses from students demonstrate a safe and inclusive online community to encourage interest and engagement in class that did not necessarily need to be directly linked to the learning content of the course.

These activities were embedded and presented to students within the boundaries of the course itself, so they saw them as part of the course and were therefore encouraged to engage with the actual learning content a lot more.

The technology and time used to set these activities were relatively straightforward. Google Sheets and Docs are easy to set up and share with students.

Embedding activities in videos and using the students’ voices to help come up with suggestions helped to create mutual trust between teacher and student. They are involved in the process and feel valued and listened to.

Student engagement was apparent, with students responding to Google Sheets and also through feedback in emails.

Online office hours were not as well attended compared to pre-COVID-19

When discussing with students over Zoom, several mentioned they found it harder to contact lecturers with questions about content. This came as a surprise (i.e., since they are at home and can email with questions etc., although the problem may have more to do with motivation and not being able to ask questions at the end of a live lecture, for example) which was the Google Sheet activities were invented to ask students about any parts of the course they were finding difficult, key concepts and ideas they’d like explained.

Limited access to technology and the internet for students

Teachers were presented with challenges due to the rapid change in teaching delivery concerning COVID-19. However, it also provided considerable opportunities to develop and deliver new and innovative ways of engaging and motivating students. Most students were able to engage with the activities presented to them. However, students who did not have devices to learn remotely from home would have had fewer opportunities to engage with the activities presented in this case study and other courses.

The class representatives collected a series of feedback emails. The activities developed and implemented created a safe and inclusive learning environment, directly impacting their engagement and subsequent course learning. Students were thankful and appreciative of the effort put into these activities.

This case study was adapted from telod.ac.nz