Bringing Face-to-Face Engagement to Online Classes: Developing a High-Presence Online Teaching Method Gregory Gimpel

Table 2. Summary of Assignments. 
Component 
Description 
Pedagogical Benefit 
Homework Assignment 
Due Before First Lecture 
Students learn foundational 
concepts via prerecorded 
videos and apply them to an 
assignment before first class 
Builds learner-to-content engagement 
prior to first lecture
Individual Assignment 
Students create a BPMN 2.0 
process diagram based on a 
written description of the 
process. 
Builds learner-to-content 
engagement.
Individualized feedback for each 
student increases instructor presence. 
In-Class Assignments (via 
pre-assigned groups & 
breakout rooms) 
Students are assigned to 
breakout rooms to work on 
ungraded assignments 
Enables students to apply lecture 
content to practical problems, 
increasing learner-to-content 
engagement. Increases learner-to-
learner engagement by allowing 
students to work collaboratively
Helps students identify gaps in 
understanding which can be 
discussed with rest of class and with 
instructor 
Group Homework 
Students complete 2 
homework assignments as a 
team 
Builds learner-to-learner and learner-
to-content engagement 
Team Project 
Students apply comprehensive 
knowledge of course topics to 
solve real-world problem
Professor meets with teams 
multiple times to provide 
feedback 
Builds learner-to-content and learner-
to-learner engagement 
Increases instructor presence, 
fostering learner-to-instructor 
engagement 
 
Figure 3 includes screen shots of the prerecorded introductory video with an explanation of 
the discussion board assignment (left) and the first technical assignment (right), both of which were 
due before the first class.