Tipping Points in Online-Mediated Learning Environments: Strategies for Student Engagement in a Conceptual Framework for e-Learning.

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Bibliographic Details
Title:	Tipping Points in Online-Mediated Learning Environments: Strategies for Student Engagement in a Conceptual Framework for e-Learning.
Authors:	Burch, Tony¹, Nagy, Judy¹
Source:	International Journal of Learning. 2007, Vol. 13 Issue 12, p7-15. 9p. 1 Chart.
Subject Terms:	Internet in education, Computer assisted instruction, Teachers, Learning, Online information services, Multimedia systems
Abstract:	Teacher/Student engagement enriches learning experiences beyond the specifics of communicated information by encouraging connectivity and the fostering of learning communities. This paper is an analysis of student engagement in a postgraduate online-mediated learning environment, and considers how engagement may be an important factor in building communities of learning in conjunction with improved learning outcomes. This paper is informed by the conceptual framework for effective e-learning outlined by Garrison and Anderson (2003) as necessary for higher order knowledge building by students as part of skills development for participation in knowledge economies. Data collected through a pilot study infers that a correlation exists between the development of small groups of significantly contributing students within wider online student cohorts and the learning outcomes of all students within the cohort. The findings indicate that a number of small events have increased student engagement and motivation, and resulted in improved learning outcomes. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Teacher/Student engagement enriches learning experiences beyond the specifics of communicated information by encouraging connectivity and the fostering of learning communities. This paper is an analysis of student engagement in a postgraduate online-mediated learning environment, and considers how engagement may be an important factor in building communities of learning in conjunction with improved learning outcomes. This paper is informed by the conceptual framework for effective e-learning outlined by Garrison and Anderson (2003) as necessary for higher order knowledge building by students as part of skills development for participation in knowledge economies. Data collected through a pilot study infers that a correlation exists between the development of small groups of significantly contributing students within wider online student cohorts and the learning outcomes of all students within the cohort. The findings indicate that a number of small events have increased student engagement and motivation, and resulted in improved learning outcomes. [ABSTRACT FROM AUTHOR]