Student Engagement in Online Learning: What Works and Why

Abstract

OverviewW ITH PRESSURES TO INCREASE ACCESS to higher education, colleges and universities have focused on increasing the number of online courses and programs offered. Higher education is also being criticized for its retention and graduation rates, and pressure is building to find solutions. To ensure that online learning can help address these problems, professionals dedicated to online learning are under pressure to explore and evaluate strategies for getting students engaged in their online studies. These pressures are the genesis and reason for this monograph.By applying the theories and techniques for student engagement in online learning, instructors and designers of online courses can improve and increase student engagement and help higher education produce graduates who can contribute to their families, communities, and the economy. The theories and research reviewed in this monograph provide important clues as to how to help students learn, stay enrolled, and finish a degree.Engagement techniques may be one key to making online learning productive for the institution but, more importantly, ensuring that students are successful as they pursue a college degree. In fact, achieving student engagement in online courses may be more important than it is in on-campus courses because online students have fewer ways to be engaged with the institution and perhaps greater demands on their time and attention as well. In other Student Engagement OnlineStudent Engagement Online

Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

“…While some students wish to engage in high level thinking, others reject this type of learning activity (Hall, 2015;Meyer, 2014). Stein, Wanstreet, Slagle, Trinko, and Lutz (2013) found that the use of coaching by the instructor and feedback from the instructor increased high-level thinking in online class discussions.…”

“…When they are working a full time job, dealing with family commitments, and taking online classes, time can be a scarce commodity. Some individuals overcome their personal circumstances and graduate with their degree (Meyer, 2014). However, a lack of time due to variables such as work commitments or family commitments leaves them with less time to participate in online discussions (Fung, 2004;Gerbic, 2006;Hammond, 1999;Hew & Cheung, 2010a;Jeong & Frasier, 2008;Norton & Hathaway, 2008;Rollag, 2010), can negatively impact their ability to learn the coursework (Fisher, 2010;Meyer, 2014), and can lead them to withdraw from online courses (Bonk & Khoo, 2014;Hartnett, 2016).…”

“…Bloom's taxonomy is a commonly used framework for educat ors as they develop questions, and there are six levels of questioning: facts/knowledge, comprehension, application, analysis, synthesis, and evaluation/judgment (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). Meyer (2014) asserted that having an online discussion without a goal or objective can result in poor participant engagement. In addition, Coole and Watts (2009) found that when the instructor's expectations about the online discussion are unclear or do not have specific objectives, teacher candidates' engagement in online discussions is primarily limited to reading their fellow classmates' posts and asking the instructor questions about the class assignments.…”

“…Cognitive presence involves types of pedagogical activities resulting in student learning processes and outcomes (Garrison, Anderson, & Archer, 2001). Social presence in online learning includes creating a sense of a supportive virtual community and developing a trusting and safe environment for peers and instructors (Meyer, 2014). Social presence involves a feeling of connection to other classmates, which often functions as a factor for motivating student learning (Sweet & Michaelson, 2012).…”

Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

“…Despite challenges, e-learning continues to become increasingly popular in tertiary institutions and numerous studies contend that technology improves interactivity and results in effective learning for online students (Cheok & Wong, 2015;Cradduck, 2012;Meyer, 2014;Rivers, Richardson, & Price, 2014;Wei et al, 2015). This division in the literature about the benefits and challenges associated with elearning led the authors to inquire, "What factors determine whether e-learning will be effective in multilocation group settings?"…”