scholarly journals Getting to Know You: Student-Faculty Interaction and Student Engagement in Online Courses

2021 ◽  
Vol 21 (12) ◽  
Keyword(s):  
Student Engagement ◽  
Online Courses ◽  
Faculty Interaction

scholarly journals Getting to know you: Student-faculty interaction and student engagement in online courses

2021 ◽  
Author(s):  
Jennifer Symonds Morrison
Keyword(s):  
Student Engagement ◽  
Online Courses ◽  
Well Being ◽  
Early Spring ◽  
Student Interaction ◽  
Faculty Interaction ◽  
Instructor Presence ◽  
Brick And Mortar ◽  
Barriers And Challenges ◽  
Online Format

Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021.  Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement.  Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.  

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

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.

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