Engageli collects a wide variety of engagement data, both aggregated and individual, that can be used to identify opportunities for improvement in the design and delivery of instruction.
Raise Hand Analytics
Engageli’s Raise Hand feature allows participants at tables to address the entire classroom from the podium. Instructors can use this data to track engagement during their sessions and answer questions such as:
- Which learners are participating in the session (and which are not)?
- Am I, as the instructor, actively involving my learners in the session by asking questions, soliciting feedback, and asking them to share?
Chats can make virtual learning more efficient as questions are answered in real-time in context with instruction. Chat messages increase opportunities for learner-to-learner collaboration, as well as learner-to-instructor interaction. Chat also allows learners who are not able to turn on their microphone or camera to still actively participate in class by sending messages, uploading materials, collaborating with their tablemates, and engaging in community-building or other learning activities.
A classroom with a larger percentage of messages sent to tablemates rather than private, 1-on-1
messages could reflect strong collaboration among the learners.
Polls can be presented in the course material as checks for comprehension and engagement in real-time. Using polls provides instructors an opportunity to adjust the pace of the class and can foster a discussion about the results in an effort to make the material more understandable. Polls also allow learners who are not able to turn on their microphone or camera to participate in checks for understanding or community-building polls, which can be used to determine learning gains, engagement, and if individual attention is required.
Poll participation can indicate learner sentiment about instructional pedagogies used during the class.
Speak Time Analytics
Speak time is an important element of learning. Not only does talking help learners process the information presented during a lesson, it also promotes peer-to-peer learning and builds connections and community. Opportunities for table discussion (private to the table and never recorded) provide learners psychological safety and time to reflect and collaborate on the concepts presented. Interlacing class time with group activities at tables can provide structured ways for learners to practice critical thinking and reflect on the content presented.
Measuring learner speak time helps instructors understand the participation equity of learners in the class. It can also help instructors redesign their class session plans by incorporating additional time for group activities to increase speaking time and overall engagement in the classroom.
Reviewing the total learner speaking time vs instructor speaking time can help determine the proportion of direct instruction during a class.
Research shows that attendance is an important factor in learner achievement, as learners are more likely to succeed in academics when they attend class sessions consistently and are exposed to instruction.
Attendance data can also be used to identify learners who are not attending and potentially falling
behind, or who might need a success coach to reach out to ensure retention. Playback Room attendance data can be used to track whether absent or asynchronous learners review class recordings and engage with the course material and if follow-up attention is needed.
Grades allow instructors to evaluate learners and provide feedback on their work and performance.
Grades recorded in Engageli can be used to identify learners who are falling behind, are having trouble with retention, or need individual support, supplemental instruction, or tutoring.
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