Instructor and student perceptions of online student engagement strategies

Bolliger, Doris U.; Martin, Florence

doi:10.1080/01587919.2018.1520041

Cited by 160 publications

(168 citation statements)

References 27 publications

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“…This statement supports the findings of Bacchus et al (2019) whose study demonstrated that rubrics in addition to exemplars were the ideal online teaching strategy. However, a disadvantage to the use of rubrics was emphasised by a faculty member in Bolliger and Martin's (2018) study, who stated, 'Giving them a rubric or checklist for every assignment. They become doers rather than engagers' (p. 576).…”

Section: Discussionmentioning

confidence: 99%

The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning

Tanis

2020

Research in Learning Technology

133

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Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty-student communication and collaboration; student-student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.

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Section: Discussionmentioning

confidence: 99%

The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning

Tanis

2020

Research in Learning Technology

133

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“…While very few researchers have investigated the effects of such interactions, Martin and Bolliger (2018) mentioned that they support students' learning by engaging them with instructional resources and activities. Bolliger and Martin's (2018) results indicated that authentic problems allowing students the opportunity to mobilize the course content are among the most engaging student-content interactions, according to instructors' perceptions.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Heilporn

Desrochers

2020

cjsotl-rcacea

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Online courses are growing in higher education, resulting from an increased access to information and communication technologies. While such courses allow time and/or space flexibility for both students and instructors, they also promote active learning and require more autonomy from the students. In this paper, we present the main design features of a new prerequisite mathematics online course in a business faculty. While most of the course was designed in an asynchronous mode, it also includes blended synchronous support sessions that students can attend each week. As a Scholarship of Teaching and Learning (SoTL) project, we related the design features of the course to students’ learning support and perceptions by analyzing the content of the learning management system as well as students’ narrative comments in course teaching evaluations over five semesters. The main themes reported concerned the appreciated course design and structure, the enhanced instructor’s presence through commented slideshows and support sessions, the instructor’s accessibility and care, a challenging but relevant course, and collaborative practice with a software application. In particular, the instructor’s presence and follow-up throughout the semester was highlighted by the students as a means to support their learning. Furthermore, most students’ comments reported positive perceptions about the online course and specific design features. Several comments also allowed to identify potential areas for change in a future version on the course, as part of the SoTL research that focuses on teaching and learning improvement.

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“…In recent years, the following items were included in the educational process: problem lectures, interactive laboratory workshops [1,2], role-playing games, interdisciplinary courseworks, health-saving technologies [3], module-rating learning system [4], personality-differentiated approach to learning [5] , research method of teaching [6,7], organized self-directed work of students [8].…”

Section: Resultsmentioning

confidence: 99%

“…At present, the issue of ultimate significance is not the amount of knowledge in various disciplines that a student has acquired while studying at a university, but the ability to apply them in his professional activities, to improve his skills, to educate himself and self-improvement [5][6][7][8][9][10][11][12].…”

Section: Methodsmentioning

confidence: 99%

Innovative methods of human capital formation during bachelors academic training

Белокурова¹,

Pankina²,

Пилипенко³

2019

Proceedings of the International Scientific-Practical Conference “Business Cooperation as a Resource of Sustainable Economic De

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The article is devoted to the formation of human capital. Education plays a big role in this process. The formation of human capital begins in childhood and occurs throughout life. The basis of the modern development strategy of higher education is a competence-based approach that requires improving the quality of education in order to form an active, creative personality of a specialist who is capable of selfeducation, innovation activity, professional mobility and competitiveness. At present, innovative educational technologies are widely used in many higher educational institutions of Russia. In recent years, the following items were included in the educational process: problem lectures, interactive laboratory workshops, role-playing games, interdisciplinary courseworks, health-saving technologies, module-rating learning system, personality-differentiated approach to learning, research method of teaching , organized self-directed work of students.

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Instructor and student perceptions of online student engagement strategies

Cited by 160 publications

References 27 publications

The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning

The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Innovative methods of human capital formation during bachelors academic training

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