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ERIC Number: EJ1179659
Record Type: Journal
Publication Date: 2018-Mar
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2472-5749
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment
Martin, Florence; Bolliger, Doris U.
Online Learning, v22 n1 p205-222 Mar 2018
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 were rated the most beneficial engagement strategies in the learner-to-learner category, whereas sending regular announcements or email reminders and providing grading rubrics for all assignments were rated most beneficial in learner-to-instructor category. In the learner-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 the effect of age, gender, and years of online learning experience differences on students' 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.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A