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.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 1335-1357
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.

scholarly journals Tracking Student Performance Tool for Predicting Students EBPP in Online Courses

2021 ◽  
Vol 16 (23) ◽  
pp. 140-157
Author(s):  
Iman Rashid Al-Kindi ◽  
Zuhoor Al-Khanjari
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Performance ◽  
Learning Environments ◽  
Online Courses ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Overall Performance ◽  
And Performance ◽  
Improving Student Performance

Our motivation in this paper is to predict student Engagement (E), Behavior (B), Personality (P) and Performance (P) via designing a Tracking Student Perfor-mance Tool (TSPT) that obtained data directly from Moodle logs of any selected courses. The proposed tool follows the predictive EBP model that focuses mainly on student's EBP and Performance where the instructor could use it to monitor the overall performance of his/her students during the course. The results of test-ing the tool show that the developed tool gives the same as manual results analy-sis. Analyzing Moodle log of any course using such a tool is supposed to help with the implementation of similar courses and helpful for the instructor in re-designing it in a way that is more beneficial to the students. This paper sheds light on the importance of studying student's EBPP and provides interesting possibili-ties for improving student performance with a specific focus on designing online learning environments or contexts.

scholarly journals A scale development study for assessing the effectiveness of blended learning environments

2013 ◽  
Vol 3 (3) ◽  
pp. 11-26 ◽  
Author(s):  
Emine Cabı ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Scale Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Reliability And Validity ◽  
Development Study ◽  
Online Learning Environments ◽  
Face To Face ◽  
Development Data

This study is conducted to develop a scale for assessing the effectiveness of blended learning environments based on the features of both face-to-face and online learning environments and provide suggestions for stakeholders. In the process of scale development, data gathered from 314 students were analyzed. The reliability and validity results for collected data were found to be acceptable since they were between or above the expected value. Based on the analysis it is found that the scale is composed of 55 items having a structure of 4 factors. Hence, it can be concluded that "Effectiveness of Blended Learning Environments Scale" is found as reliable and valid, and can measure what it aims to measure. Blended Learning Environment Scale, which was developed and analyzed for reliability and validity throughout this study, is expected to facilitate the further research studies that focused on blended learning environments.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

Perceptions of Presence and Community in Immersive Online Learning Environments

2019 ◽  
pp. 116-131 ◽  
Author(s):  
Amelia W. Cheney ◽  
Terry McClannon ◽  
Les Bolt ◽  
Robert L. Sanders
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Sense Of Community ◽  
Structural Factors ◽  
Cut Scores ◽  
Delivery Methods ◽  
Online Learning Environments ◽  
Confirmatory Factor ◽  
Engagement Factors

This chapter is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis.

Applying Constructivism to Online Learning

2009 ◽  
pp. 58-73 ◽  
Author(s):  
Jennifer Lee ◽  
Lin Lin
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Models ◽  
Online Learning Environments ◽  
Design Models ◽  
The Past ◽  
Environment Assessment ◽  
Five Elements

Based on constructivist principles, this chapter provides a new instructional design map for online learning environments. This instructional design map includes considerations of five elements, namely, learner, knowledge, learning environment, assessment, and technology. Considerations of these elements are based on analyses of the past and existing instructional design models, online learning models, and constructive principles. Applications of the instructional design map are also discussed in the chapter.

Online Learning Environments

2011 ◽  
pp. 678-685 ◽  
Author(s):  
Riu Hu ◽  
Shuyan Wang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Communication Systems ◽  
The Internet ◽  
Electronic Communications ◽  
Online Learning Environments ◽  
Computer Communication ◽  
E Learning ◽  
The Web

Online learning, which was defined as a learning environment using computer communication systems for learning delivery and interaction (Harasim, 1990), has been involved into all facets of society’s education. Online learning can be considered as a subset of the category of e-learning because it refers specifically to learning that is occurring via the Internet or Intranet. Online learning environment normally refers to learning via electronic communications, coursework, and/or information posted on the Web, and through other instructional activities by using Internet.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 147-159 ◽  
Author(s):  
Patrick Ryan Lowenthal
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Multiple Methods ◽  
Online Learning Environments ◽  
Future Studies ◽  
Computer Mediated ◽  
Being There

Social Presence theory seeks to explain how people present themselves as being “there” and “real” while using a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as being “there” and “real” in computer-mediated environments. However, to date, very few studies have focused on how instructors establish and maintain their own social presence in online learning environments. The following study explored the phenomenon of instructor social presence in accelerated online courses. The results suggest that the construct of presence is more complicated than previously thought and that future studies should employ multiple methods to further explore the concept of instructor social presence.

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