scholarly journals Assessing and Improving Student Engagement and Motivation in Mechanical Engineering Online Courses

2020 ◽  
Author(s):  
Soheil Fatehiboroujeni ◽  
Ala Qattawi ◽  
Sachin Goyal
Keyword(s):  
Student Engagement ◽  
Mechanical Engineering ◽  
Online Courses

Trifecta of Student Engagement

2021 ◽  
pp. 96-118
Author(s):  
Heather J. Leslie
Keyword(s):  
Student Engagement ◽  
Online Courses ◽  
Student Interaction ◽  
Digital Tools ◽  
Online Course ◽  
Curriculum Content ◽  
Instructor Interaction ◽  
Content Interaction ◽  
Student Instructor

This chapter describes a framework adapted from Michael Moore's three essential areas: student-content interaction, student-student interaction, and student-instructor interaction for engaging students in online courses. To be fully engaged in an online course, students need to be engaged with the course curriculum content, with their peers, and with their instructor. When students are engaged in all three areas, it is referred to as the Trifecta of Student Engagement. This chapter incorporates literature on each area of the Trifecta of Student Engagement: student-to-content engagement, student-to-student engagement, and student-to-instructor engagement as well as some suggested synchronous and asynchronous digital tools.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

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.

Engaging Flipgrid

2020 ◽  
pp. 185-210
Author(s):  
Madeline Craig
Keyword(s):  
Technology Integration ◽  
Student Engagement ◽  
Online Courses ◽  
Future Research ◽  
Limited Extent ◽  
Research Directions ◽  
Face To Face ◽  
Future Research Directions ◽  
Level Process ◽  
Levels Of Integration

This chapter explores the use of Flipgrid for student engagement in a gradual three-level process of technology integration. The three levels of integration, or “immersion,” are acclimation, movement, and submersion, and this is demonstrated by comparing Flipgrid integration to a day at the beach. Flipgrid is a comprehensive tool that provides opportunities for educators to integrate it into their face-to-face, hybrid, and online courses to a limited extent or to fully use all of the features available to them at no cost. The background of Flipgrid, as well as the benefits of using video as an educational tool, was thoroughly researched to provide evidence to support the use of Flipgrid for student engagement and assessment. The chapter concludes by including the limitations of Flipgrid and future research directions.

Designing and Teaching for Student Engagement in Online Courses Through UDL

2020 ◽  
pp. 314-329
Author(s):  
Ruby L. Owiny ◽  
Elizabeth Hartmann
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Online Course ◽  
Learning Modules ◽  
Potential Barriers ◽  
Design For Learning

Any course must be goal-focused and consider the needs of all learners. However, online courses require instructors to be proactive in planning for learning. Recruiting and sustaining engagement in an online course must be carefully considered and planned for during all learning modules or units. This chapter addresses how to keep students engaged by considering their affect, the general way students feel toward their learning. Affect impacts motivation, which in turn can impact how a student persists in a course. The Universal Design for Learning principle of engagement addresses the affect through three guidelines. These guidelines are explained in this chapter with potential barriers to student learning and motivation explained as well. Furthermore, possible solutions are provided to give readers examples of ways in which they might reduce or remove barriers to engagement in their online courses.

scholarly journals Videos in Online Courses

2022 ◽  
Vol 4 (3) ◽  
pp. 94-110
Author(s):  
Eric Litton
Keyword(s):  
Quantitative Analysis ◽  
Student Engagement ◽  
Student Performance ◽  
Online Courses ◽  
Course Content ◽  
Analysis Techniques ◽  
Video Viewing ◽  
Online Videos ◽  
Traditional Setting ◽  
The Relationship

Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.

scholarly journals Classroom Management Strategies to Improve Learning Experiences for Online Courses

2021 ◽  
Author(s):  
Janani Hariharan ◽  
Susan Merkel
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Online Courses ◽  
Management Strategies ◽  
Learning Experiences ◽  
Online Students ◽  
Online Learners ◽  
Classroom Experience ◽  
Barriers To Participation ◽  
Classroom Management Strategies

Hybrid classrooms (taught simultaneously to both in-person and online students) have become increasingly common in the course of the coronavirus disease 2019 (COVID-19) pandemic, and they have offered multiple benefits and challenges. We offer several recommendations to improve student engagement and classroom experience in such classrooms, especially for online learners who may face greater barriers to participation.

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