Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

Florence Martin, Doris U Bolliger

Abstract


Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.

Keywords


Online Learning, Student Engagement, Engagement Strategies, Interaction Framework

Full Text:

PDF

References


Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103. doi:10.1007/s12528-011-9043-x

Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (129-144). Mahwah, NJ: Lawrence Erlbaum Associates Inc.

Asterhan, C. S., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99(3), 626-639. doi:10.1037/0022-0663.99.3.626

Baker, D. L. (2011). Designing and orchestrating online discussions. Journal of Online Learning and Teaching, 7(3), 401-411.

Bali, M., & Ramadan, A. R. (2007). Using rubrics and content analysis for evaluating online discussion: A case study from an environmental course. Journal of Asynchronous Learning Networks, 11(4), 19-33.

Banna, J., Lin, M.-F. G., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249-261.

Beck, V. S. (2010). Comparing online and face-to-face teaching and learning. Journal on Excellence in College Teaching, 21(3), 95-108.

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. doi:10.3102/0034654309333844

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398.

Britt, M. (2015). How to better engage online students with online strategies. College Student Journal, 49(3), 399-404.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.

Cuthrell, K., & Lyon, A. (2007). Instructional strategies: What do online students prefer? Journal of Online Learning and Teaching, 3(4), 357-362.

Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.

Everson, M., Gundlach, E., & Miller, J. (2013). Social media and the introductory statistics course. Computers in Human Behavior, 29(5), A69-A81. doi:10.1016/j.chb.2012.12.033

Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43-47.

Flick, U. (2006). An introduction to qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24, 53-65. doi:10.1016/j.iheduc.2014.09.006

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2

Gayton, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education, 21(3), 117-132. doi:10.1080/08923640701341653

Gilbert, P. K., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: A case study. British Journal of Educational Technology, 36(1), 5-18. doi:10.1111/j.1467-8535.2005.00434.x

Harrell, I. (2008). Increasing the success of online students. Inquiry: The Journal of the Virginia Community Colleges, 13(1), 36-44.

King, S. B. (2014). Graduate student perceptions of the use of online course tools to support engagement. International Journal for the Scholarship of Teaching and Learning, 8(1). doi:10.20429/ijsotl.2014.080105

Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York: Routledge.

Lear, J. L., Ansorge, C., & Steckelberg, A. (2010). Interactivity/Community Process Model for the online education environment. Journal of Online Learning and Teaching, 6(1), 71-77.

Lowyck, J., & Pöysä, J. (2001). Design of collaborative learning environments. Computers in Human Behavior, 17(5-6), 507-516. doi:10.1016/S0747-5632(01)00017-6

Martin, F., & Ertzberger, J. (2016). Effects of reflection type in the here and now mobile learning environment. British Journal of Educational Technology, 47(5), 932-944. doi:10.1111/bjet.12327

Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1-114. doi:10.1002/aehe.20018

Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19-24). New York: Routledge.

Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York, NY: Teachers College Press.

Nicholson, S. (2002). Socializing in the “virtual hallway”: Instant messaging in the asynchronous web-based distance education classroom. The Internet and Higher Education, 5(4), 363-372. doi:10.1016/S1096-7516(02)00127-6

Parker, M., & Martin, F. (2010). Using virtual classrooms: Student perceptions of features and characteristics in an online and a blended course. Journal of Online Learning and Teaching, 6(1), 135-147.

Reushle, S., & Mitchell, M. (2009). Sharing the journey of facilitator and learner: Online pedagogy in practice. Journal of Learning Design, 3(1), 11-20.

Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. The Quarterly Review of Distance Education, 12(2), 113-124.

Richards, L. (2009). Handling qualitative data: A practical guide (2nd ed.). Thousand Oaks, CA: Sage.

Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning, Journal of Education for Business, 84(2), 101-108. doi:10.3200/joeb.84.2.101-109

Roblyer, M. D., & Ekhaml, L. (2000). How interactive are YOUR distance courses? A rubric for assessing interaction in distance learning. Online Journal of Distance Learning Administration, 3(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer32/roblyer32.html

Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Swan, K. (2001). Measures of learning effectiveness in the SUNY Learning Network. Online Education, 2, 31-54.

Stavredes, T., & Herder, T. (2014). A guide to online course design: Strategies for student success. San Francisco, CA: John Wiley & Sons.

Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) — A literature review. Computers in Human Behavior, 29(5), A60-A68. doi:10.1016/j.chb.2012.12.032

Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. International Review of Research in Open and Distance Learning, 11(3), 57-77.

Watkins, R. (2014). Developing e-learning activities. Distance Learning, 11(4), 62-64.




DOI: http://dx.doi.org/10.24059/olj.v22i1.1092

Bookmark and Share