Asynchronous online courses typically have a consistent weekly format. While students find this setup orderly and useful, they also mention that it can become monotonous. They progress through modules, complete tasks, and advance to the next week with limited opportunities for novelty or surprise. To introduce moments of curiosity, I adopted a strategy common in K12 education. Younger students often engage with brief, creative prompts that allow exploration without the stress of finding a right answer. Such activities generate excitement and help learners make connections naturally. This inspired the creation of the Friday Challenge for my online courses.
The Friday Challenge consists of a brief announcement featuring an open-ended question related to the week’s topic. Posted each week, these questions are optional for students to answer. They are designed to be playful, encouraging students to guess or imagine, with no single correct response. The aim is to foster curiosity, creativity, and critical thinking. These questions also serve as learning micro-moments, a concept backed by research on microlearning. Studies suggest that brief, focused learning moments can enhance retention and minimize cognitive overload in digital settings (Giurgiu 2017). Low-pressure activities like these often boost engagement by fitting easily into students’ schedules (Bruck, Motiwalla, and Foerster 2012).
Examples of questions from my courses include: guessing the most common color in brand logos and explaining why, estimating average annual ice cream spending by U.S. consumers and describing their thought process, and a visual challenge where students identify which of two seemingly identical t-shirts is more expensive. Students also have the opportunity to propose ideas for future challenges, similar to social media takeovers, with one idea selected for the following week. The simplicity of these questions is intentional and part of their charm.
The Challenge seamlessly integrates into the course structure without complicating it. Students know a new question will appear each Friday, but participation is not mandatory. This activity adds a spark to the weekly routine. I also engage with the students by sharing resources that expand on the question rather than providing a solution. These may include articles, product images, or examples of similar concepts in practice. Such engagement by instructors is shown to improve student satisfaction and persistence in online courses (Martin and Bolliger 2018).
Feedback from students has been overwhelmingly positive, describing the challenges as both refreshing and enjoyable. Many students feel the Friday Challenge makes the online environment more personal and connected. Even those who don’t participate weekly still check the announcements to see the new question. This routine has become part of their weekly rhythm, with some students responding immediately and others waiting for additional resources. The flexibility makes the activity inviting.
In an end-of-semester reflection, one student expressed enjoyment of the branding challenges, noting that while not everyone responds weekly, the questions are always anticipated and participation is enjoyable. These challenges help the semester progress and provide a break from academic stress. Other students have noted that the questions encourage them to view the material from different perspectives, appreciating the low stakes and creative application.
This simple structure can be adapted across disciplines, requiring only one open-ended question linked to the week’s topic. The focus is on exploration, not correctness, and can include a brief follow-up resource. In the structured environment of online education, even a single weekly question can significantly impact engagement. The Friday Challenge has demonstrated that small rituals can foster creativity, flexible thinking, and connection in online courses. Nicole Kirpalani, PhD, teaches marketing at St. Mary’s University’s Greehey School of Business in San Antonio, Texas. Her research explores how intentional course design and collaborative classroom structures influence student engagement and critical thinking.
Original Source: facultyfocus.com
