Asynchronous online courses tend to follow a clear weekly pattern. Students often describe this structure as helpful and organized, yet they also note that the rhythm can feel a little flat. They move through the modules, complete the activities, and transition to the next week with few moments that feel spontaneous or fresh.
I wanted to introduce small moments of curiosity into this predictable flow by taking a page from the K12 playbook. Younger students often work with short, imaginative prompts that help them explore ideas without the pressure of a correct answer. These simple activities spark energy and help learners make connections in a natural way. I wondered whether something similar could support student engagement in my online courses. This became the start of the Friday Challenge.
What the Friday Challenge Is
The Friday Challenge appears as a short announcement with a question. Once a week, I post a single open-ended question tied to the week’s topic. Students are invited, not required, to respond. The questions are playful and often ask students to guess or imagine something. Many times, there is no single correct answer. The goal is curiosity, creativity, and critical thinking.
These questions also serve as micro-moments of learning, a concept supported by recent research on microlearning. Research on microlearning suggests that short, focused learning moments can support retention and reduce cognitive overload, particularly in digital environments (Giurgiu 2017). In online courses, small, low-pressure activities often lead to stronger overall engagement because they are easy to fit into a student’s schedule (Bruck, Motiwalla, and Foerster 2012).
Here are a few examples from one of my courses:
What do you think is the most commonly used color in brand logos, and why? How much money, on average, does a U.S. consumer spend on ice cream each year. How did you come up with your guess? A visual challenge. Images of two models wearing seemingly identical t-shirts appear side by side in the announcement. One t-shirt costs ten dollars and the other costs one thousand. Students guess which is which and explain their reasoning. The brands are revealed in a follow-up post. Students can take over the Friday Challenge, similar to a social media platform takeover. They submit ideas for the following week, and I choose one to feature.
The questions do not need to be complex. The simplicity is part of the appeal.
How the Challenge Fits into the Course Flow
The Friday Challenge works because it is sustainable. It aligns with the structure of online courses rather than complicating it. Students know that a new question will appear each Friday, but they also know they are not required to respond. The activity becomes a small spark within the wider rhythm of the week.
I also check in and chime in. I do not post a solution, since the questions do not have one. Instead, I share a short resource that expands the idea. It may be a brief article, a product image, a screenshot from a brand, or an example of how a company has approached a similar concept. My goal is simply to give students something that helps them think about the question in a new way. Research on instructor presence in online learning also supports this small touch. Even brief messages or resources can help students feel guided and connected, which improves satisfaction and persistence in asynchronous courses (Martin and Bolliger 2018).
What Students Say
Student feedback has been consistently positive. Many describe the challenges as refreshing and enjoyable. Several students said that the Friday Challenge makes the online environment feel more personal and connected. Even students who do not participate every week say that they continue to check the Friday announcement to see the new question.
This follow-up has become part of the rhythm. Students often mention that they look for it and that it helps connect the challenge more clearly to the course content. Some respond immediately on Friday, while others wait until they see the additional resource. The flexibility is part of what makes the activity inviting and approachable.
Here is a student comment from an end-of-semester reflective assignment:
“I really enjoy the Friday branding challenges. Not everyone responds every week, but I always look for the new question and I like participating. The challenges help the semester move along. They also give me a small break from the stress of schoolwork.”
Other students have shared that these questions help them think about the material from a different angle. They appreciate the low stakes, the creativity, and the simple invitation to apply the content in a new way.
A Small Ritual With a Real Impact
The basic structure can be adapted to any discipline. All it requires is one open-ended question tied to the week’s topic. The goal is exploration rather than correctness, and the activity can stand on its own or be paired with a brief follow-up resource.
In the structured world of online education, even a single weekly question can have a real effect on engagement. The Friday Challenge has shown me that small rituals can support creativity, flexible thinking, and connection in fully online courses. It offers a simple way to add spontaneity to the week and reminds students that learning can include curiosity and play.
Nicole Kirpalani, PhD, teaches marketing at the Greehey School of Business at St. Mary’s University in San Antonio, Texas. Her scholarship of teaching and learning explores how intentional course design and collaborative classroom structures shape student engagement and critical thinking. She is particularly interested in designing learning environments that encourage peer interaction, shared problem-solving, and the development of professional judgment. Her writing focuses on practical strategies that help instructors foster active participation and meaningful collaboration in their courses.
References
Bruck, Peter A., Agnes Motiwalla, and Felix Foerster. 2012. “Mobile Learning with Microcontent: A Framework and Evaluation.” International Journal of Mobile and Blended Learning 4 (4): 28–52. https://aisel.aisnet.org/bled2012/2/
Giurgiu, Luminița. 2017. “Microlearning: An Evolving E-Learning Trend.” Scientific Bulletin 22 (1): 18–23. https://doi.org/10.1515/bsaft-2017-0003
Martin, Florence, and Doris U. Bolliger. 2018. “Engagement Matters. Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment.” Online Learning 22 (1): 205–222. https://doi.org/10.24059/olj.v22i1.1092
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