The creation of a nudging protocol to support online student engagement in higher education

2022 ◽  
pp. 146978742110390
Author(s):  
Alice Brown ◽  
Jill Lawrence ◽  
Marita Basson ◽  
Megan Axelsen ◽  
Petrea Redmond ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Technical Skills ◽  
Careful Consideration ◽  
Educational Context ◽  
Online Student ◽  
Art Form

Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.

The Pivotal Role of Faculty in Online Student Engagement and Retention

2016 ◽  
pp. 65-87
Author(s):  
Judi Simmons Estes
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Online Courses ◽  
Pivotal Role ◽  
Institutions Of Higher Education ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Student ◽  
Teaching Online ◽  
Teaching Culture

The premise of this chapter is that higher education online faculty have a pivotal role in student retention; faculty participation is key to student engagement and engaged students tend to complete courses in which they are enrolled. However, frequently faculty members are unaware of the impact their active participation and visibility has on student engagement and retention. In addition, online courses are an important source of revenue for many institutions of higher education and attrition results in loss of revenue. Given that faculty have a pivotal role in retention, institutions of higher education can benefit fiscally from guiding and supporting online faculty in strategies of student engagement and retention. Faculty support is needed during the process of change inherent in faculty adapting to teaching online, through providing on-going faculty professional development and by creating a teaching culture inclusive of informal scholarly investigations related to instructional effectiveness in online course delivery.

The Pivotal Role of Faculty in Online Student Engagement and Retention

2016 ◽  
pp. 1501-1525
Author(s):  
Judi Simmons Estes
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Online Courses ◽  
Pivotal Role ◽  
Institutions Of Higher Education ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Student ◽  
Teaching Online ◽  
Teaching Culture

The premise of this chapter is that higher education online faculty have a pivotal role in student retention; faculty participation is key to student engagement and engaged students tend to complete courses in which they are enrolled. However, frequently faculty members are unaware of the impact their active participation and visibility has on student engagement and retention. In addition, online courses are an important source of revenue for many institutions of higher education and attrition results in loss of revenue. Given that faculty have a pivotal role in retention, institutions of higher education can benefit fiscally from guiding and supporting online faculty in strategies of student engagement and retention. Faculty support is needed during the process of change inherent in faculty adapting to teaching online, through providing on-going faculty professional development and by creating a teaching culture inclusive of informal scholarly investigations related to instructional effectiveness in online course delivery.

The Pivotal Role of Faculty in Online Student Engagement and Retention

2016 ◽  
pp. 1537-1559
Author(s):  
Judi Simmons Estes
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Online Courses ◽  
Pivotal Role ◽  
Institutions Of Higher Education ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Student ◽  
Teaching Online ◽  
Teaching Culture

The premise of this chapter is that higher education online faculty have a pivotal role in student retention; faculty participation is key to student engagement and engaged students tend to complete courses in which they are enrolled. However, frequently faculty members are unaware of the impact their active participation and visibility has on student engagement and retention. In addition, online courses are an important source of revenue for many institutions of higher education and attrition results in loss of revenue. Given that faculty have a pivotal role in retention, institutions of higher education can benefit fiscally from guiding and supporting online faculty in strategies of student engagement and retention. Faculty support is needed during the process of change inherent in faculty adapting to teaching online, through providing on-going faculty professional development and by creating a teaching culture inclusive of informal scholarly investigations related to instructional effectiveness in online course delivery.

Mapping pedagogical touchpoints: Exploring online student engagement and course design

2021 ◽  
pp. 146978742199084
Author(s):  
Eseta Tualaulelei ◽  
Katie Burke ◽  
Melissa Fanshawe ◽  
Cathy Cameron
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Student Engagement ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Learning Needs ◽  
Online Course Design ◽  
Online Student ◽  
Design Students

Online learning has been widely adopted in higher education but there is a need to better understand the nature of student engagement with online courses. For example, there are questions about whether students engage with courses as educators intend and what features of online courses engage students to enhance learning. Bringing together student and educator perspectives, this article reports on a study that identified ‘pedagogical touchpoints’ – opportunities within online courses for student engagement – to ascertain whether a better understanding of these could improve online course design and student engagement. Data were collected across three undergraduate online courses. Data analysis produced three key findings: mapping pedagogical touchpoints against dimensions of engagement reveals patterns that may inform enhanced course design, students’ engagement with pedagogical touchpoints varies according to their learning needs and desires, and mapping pedagogical touchpoints can inform course design at both conceptual and practical levels. Discussion of the findings highlights that purposeful design of online courses, including strategic planning for pedagogical touchpoints, can maximise the potential for student engagement and consequent learning.

Here Be Dragons

Big Data ◽  
2016 ◽  
pp. 1717-1735
Author(s):  
Paul Prinsloo ◽  
Sharon Slade
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
New Deal ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Student Experience ◽  
Open University ◽  
Student Responsibility ◽  
Student Data ◽  
General Data

Learning analytics is an emerging but rapidly growing field seen as offering unquestionable benefit to higher education institutions and students alike. Indeed, given its huge potential to transform the student experience, it could be argued that higher education has a duty to use learning analytics. In the flurry of excitement and eagerness to develop ever slicker predictive systems, few pause to consider whether the increasing use of student data also leads to increasing concerns. This chapter argues that the issue is not whether higher education should use student data, but under which conditions, for what purpose, for whose benefit, and in ways in which students may be actively involved. The authors explore issues including the constructs of general data and student data, and the scope for student responsibility in the collection, analysis and use of their data. An example of student engagement in practice reviews the policy created by the Open University in 2014. The chapter concludes with an exploration of general principles for a new deal on student data in learning analytics.

A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

2018 ◽  
pp. 40-59 ◽  
Author(s):  
Soo Jeoung Han ◽  
Doo Hun Lim ◽  
Eulho Jung
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Team Learning ◽  
Online Courses ◽  
Learning Model ◽  
Team Members ◽  
Wide Range ◽  
Online Setting ◽  
Successful Team ◽  
Effective Use

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

scholarly journals Student Engagement Across Cultures - Investigating Lecture Software

2017 ◽  
Vol 6 (1) ◽  
pp. 15-30
Author(s):  
Alison J Green ◽  
Gail Sammons ◽  
Alice Swift
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
21St Century ◽  
Software Technology ◽  
Integrate Technology ◽  
The U.S

Most instructors are looking for ways to improve student engagement in higher education classrooms across the globe.  With the influx of tablets and laptops as the tool for students in the 21st century, the question arises of how best to integrate technology into the design of a lecture and is there a difference when designing a lecture with technology across cultures?  The purpose of this study was to investigate lecture software in the classroom. Students and instructors from Singapore and the U.S. participated.  The instrument, to collect the perceptions of the lecture software was the Student Engagement Survey, and the results reveal that active learning was a common educational thread across the globe by using the lecture software technology.

scholarly journals Does it Matter Where You Teach? Insights from a Quasi-Experimental Study on Student Engagement in an Active Learning Classroom

2020 ◽  
Vol 8 (2) ◽  
pp. 140-164
Author(s):  
Victoria Holec ◽  
Richelle Marynowski
Keyword(s):  
Experimental Study ◽  
Student Engagement ◽  
Active Learning ◽  
Student Performance ◽  
Course Design ◽  
Careful Consideration ◽  
Traditional Classroom ◽  
Fundamental Theory ◽  
Student Surveys ◽  
Quasi Experimental

Active learning has experienced a recent resurgence with the advent of specialized active learning classrooms. While the fundamental theory behind active learning is anything but new, a relatively recent finding is that active learning pedagogies thrive in suitable active learning classrooms. To date, studies of active learning have focused on outcomes such as student performance. The quasi-experimental study described in this article investigated self-ratings of student engagement as an outcome of active learning in active learning classrooms using a novel instrument that accounts for known factors of engagement in addition to the contribution of the learning environment—the classroom. We delineated the relative contributions of instructor, classmates, and classroom to self-rated student engagement through student surveys in both a traditional classroom and an active learning classroom in two highly similar courses with the same instructor. Our findings were that the configuration of the classroom had a direct influence on self-ratings of student engagement above and beyond instructor contributions. In this article, we describe these findings and how, with careful consideration of course design and a classroom that fits the instructor’s pedagogy, optimal levels of perceived student engagement can be achieved. This knowledge is important to future educational policy on construction and scheduling, as the resurgence of active learning in higher education increasingly reveals deficiencies in physical learning environments.

scholarly journals Student engagement with course content and peers in synchronous online courses discussions

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Allison M Truhlar ◽  
Kimberly M Williams ◽  
M Todd Walter
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Engagement ◽  
Online Courses ◽  
Student Interaction ◽  
Interaction Type ◽  
Student Interactions ◽  
Course Content ◽  
The Third

As higher education institutions in United States offer online courses to growing audiences, there is increasing desire to understand how best to engage students with both course content and their peers. This case study examines the effects of assigning chat roles and facilitating self and group reflection on student-content and student-student interaction outcomes in four synchronous chats conducted in an online introductory-level sustainability course. We also considered what occurred within group reflections to inform how they are structured in the future. We found that assigning roles increased the proportion of critical student-student interactions. Self-reflections had no effect on either interaction type. Groups completing group reflections had a greater proportion of critical student-content interactions in the third chat and critical student-student interactions in the fourth chat than the groups that did not complete the group reflections. Based on our results, we plan to keep roles and group reflections going forward, and eliminate self-reflections. Furthermore, to increase the effectiveness of the group reflections, we propose some ideas to increase student ability to convert their ideas into change during subsequent chats.

scholarly journals Special Issues on Learning Strategies: Parallels and Contrasts between Australian and Chinese Tertiary Education

2017 ◽  
Vol 10 (12) ◽  
pp. 61
Author(s):  
Yuzuo Yao
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Tertiary Education ◽  
Feedback Mechanism ◽  
Administrative Staff ◽  
Feedback Mechanisms ◽  
Classroom Activities

Learning strategies are crucial to student learning in higher education. In this paper, there are comparisons of student engagement, feedback mechanism and workload arrangements at some typical universities in Australia and China, which are followed by practical suggestions for active learning. First, an inclusive class would allow learners from different backgrounds to become more engaged in classroom activities. Second, universities should improve feedback mechanisms, making them more timely and helpful to enable students to adapt their learning strategies and allowing teachers to adjust teaching methods to target students effectively. Third, this paper proposes a framework of principles under which the flexible workload of academics should be ensured so that students can learn social skills from administrative staff and have more free time to develop unique thinking and planning capacities.

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