It is a pretty well-known fact that keeping engagement online is one of the most important factors for success in this context. However, I often see that engagement is assumed as a one-size-fits all concept. Our online participants come from different backgrounds, habits of mind, personalities, which of course has impact on their engagement online. You need to be aware of at least 8 types of online engagement in your virtual classes and programs, recognize them in your participants and adjust your training accordingly. Watch this video to learn how!
Here are video highlights for your convenience:
A. Novices: In this phase, learners either do not know how to use online media, interact through message boards or chat rooms, or do research using databases; or they seem anxious about using the online media at their disposal. They only appear to be comfortable searching for information online and using e-mail and word-processing programs.
B. Enthusiasts: In this phase, learners avidly adopt technology but are unaware of — or appear unaware of — the need to be cautious about what they reveal of themselves online. They might be comfortable posting pictures or talking about their lives online, without any apparent concern for safety issues.
C. Information seekers: In this phase, learners are reticent about sharing personal information or work online. When seeking information, they are more likely to reach out to a mentor than to their peers; it seems to the mentor that they are asking more questions.
D. Overwhelmed: In this phase, learners are overwhelmed with the amount of interaction and information coming their way. They start avoiding chats and message boards because they get sucked into cyberspace and get distracted by various links.
E. Relationship builders: In this phase, learners are comfortable using social media and do so frequently, even cultivating an image as a leader and becoming an online hub. With various foci of interest online, the learner can easily be sidetracked and have troubles keeping up with her online tasks.
F. Collaborators: In this phase, learners seek collaboration with fellow classmates, and may want to involve students in group accounts and forums, helping to create more collaboration. Learners in this phase are more at ease balancing their online presence with coursework obligations.
G. Innovators: In this phase, learners seek to innovate: they are interested in focusing on new ways of interacting and influencing, and are comfortable with online media.
H. Interrelator: In this phase the learner maintains an interrelational climate with her mentor and is able to solve issues autonomously while at the same time not become isolated online. She understands that struggling is a part of the learning process and values her ability to solve issues on her own. At the same time, she catches herself when she starts feeling disconnected and communicates the need for more interaction to her teacher and her peers.
You want to be able to maintain an online engagement in the f, g, and h phases, which enable the participant to generate a climate of support with classmates and you. So what can you do to foster such level of engagement? Well, I will tell you about it next Wednesday!
WHAT TO DO NOW:
In the comments below share YOUR strategies for creating engagement online.
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If you liked this post you might also enjoy the following:
3 Engagement Strategies to Jumpstart Your Online Programs and Courses:
Build connections and engagement on Facebook: http://www.wiredatheart.com/2012/05/16/7-strategies-for-curing-the-death-by-facebook-syndrom-boosting-viewers-engagement/
How to engage your audience through your webinars: http://www.wiredatheart.com/2012/02/29/webinar-superstar-how-to-engage-your-audience-during-your-online-presentation/
How to develop online videos for better connection?http://www.wiredatheart.com/2012/03/28/how-to-cure-the-talking-head-syndrome-creating-online-videos-for-deeper-connection/