Trifecta of Student Engagement

2020 ◽  
pp. 77-106
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.

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.

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 14. Using Interteaching to Enhance Student Engagement and Learning

2011 ◽  
Vol 2 ◽  
pp. 83
Author(s):  
Alan Scoboria ◽  
Fuschia M. Sirois ◽  
Antonio Pascual-Leone
Keyword(s):  
Student Engagement ◽  
Empirical Evidence ◽  
Teaching Method ◽  
Educational Approach ◽  
Advantages And Disadvantages ◽  
Instructor Interaction ◽  
Peer Discussion ◽  
Student Instructor

In this paper, we describe our experience with a recently devised teaching method termed interteaching (Boyce & Hineline, 2002). This educational approach provides a rich rehearsal of material, and emphasizes student engagement, peer discussion, and student/instructor interaction. We describe the method, provide pragmatic tips for implementation in the classroom, review empirical evidence, and discuss advantages and disadvantages.

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 Exploring learner to content interaction as a success factor in online courses

2012 ◽  
Vol 13 (4) ◽  
pp. 152 ◽  
Author(s):  
Tekeisha Denise Zimmerman
Keyword(s):  
Online Courses ◽  
Critical Role ◽  
Course Completion ◽  
Online Course ◽  
Success Factor ◽  
Course Content ◽  
Course Materials ◽  
Significant Relationships ◽  
Content Interaction ◽  
Factor Data

<p>Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (<em>N </em>= 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (<em>r </em>= .-72).  The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.<br /><br /></p>

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.

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.  

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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