Strategies to Promote Meaningful Student Engagement in Online Settings

Abstract

Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).

Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment

“…In the literature, there are studies showing that online learning readiness and student participation are important in creating positive learning outcomes or achieving academic success in online learning environments (Carini et al, 2006;Çakır & Horzum, 2015;Demir & Horzum, 2013;Demiralay et al, 2016;Hung, 2016;Junco, 2012;Junco et al, 2011;Kuh, 2009;Latheef et al, 2021;McKeithan et al, 2021;Vayre & Vonthron, 2018).…”

Progress Monitoring of Language Acquisition and Academic Content for English Learners

“…When planning assessment based on PM results for ELs in remote settings, teachers must be cognizant of the transactional distance—the psychological and communication gap due to physical separation between students and peers (social presence), students and instructors (instructor presence), and students and content in online classrooms (McKeithan et al., 2021; Stopa, 2017). Practitioners must be able to differentiate and avoid low‐quality and ineffective virtual learning experiences and actively promote student engagement and progress toward meeting learning goals (Best & Conceição, 2017).…”

“…Model by using teacher talk and scaffolding as instruction is broken into clearly distinguished steps and procedures. Use PM informally as a gauge for understanding, having ELs repeat the steps and reasoning behind the steps and procedures (Mahdavi, 2021; McKeithan et al., 2021). Help ELs understand that all strands of communication are connected and necessary throughout life in all settings and are vital for personal as well as professional success.…”

“…Teachers should clearly state what is being taught, why the material is relevant, and exactly how and when students will be assessed. Teaching test–taking strategies and offering multiple practice test sessions or word banks may also be beneficial (Kieffer et al, 2012; McKeithan et al, 2021). When possible, engage in conversations with students, their families, and other service providers to learn their interests, and match student abilities, interests, and instructional goals when choosing a PM tool (Weingarten et al, 2020).…”

Exploring Hybrid Course Design in Promoting Active Engagement in extended curriculum and mainstream contexts

“…Ngambi, Baguma, Nalubowa, 2020 suggest embedding You Tube videos on presentations as a way of creating interactive engaging presentations. Dixson et al, 2015 argue the importance of teachers' "ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas" (Dixson, 2015 in McKeithan, G, Rivera, M. &Mann, L, Mann, andL 2021). The types of online student interactions alluded to are between student-content; student-student; student-teacher-interactions; synchronous and asynchronous (Dixson, 2015in McKeithan, G, Rivera, M. & Mann, L, Mann, L 2021.…”