Student Perceptions of Engagement's Vital Role in Online Learning
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| Title: | Student Perceptions of Engagement's Vital Role in Online Learning |
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| Language: | English |
| Authors: | Nalline Baliram (ORCID |
| Source: | Journal of Open, Flexible and Distance Learning. 2025 29(1):109-131. |
| Availability: | FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Learner Engagement, Electronic Learning, Online Courses, Graduate Students, Teacher Education Programs, Reading Materials, Discussion, Reading Assignments, Gender Differences, Age Differences, Learning Strategies, Student Experience |
| ISSN: | 1179-7665 1179-7673 |
| Abstract: | In this mixed-methods study, the researchers examined students' perceptions of the importance of engagement using existing learner-to-learner, learner-to-instructor, and learner-to-content frameworks. To optimise the most effective ways to engage online learners, the researchers identified engagement strategies that are most valuable and least valuable conducive to an online learning environment. Furthermore, they sought to understand if there would be any differences in responses based on students' demographics, which include gender, age, and experience with online courses. A total of 48 graduate students in the Teacher Education program at a university in North America were invited to participate in the survey, and 27 students chose to participate. The findings showed that participants highly valued having a choice in reading materials for discussions, consistent instructor announcements and reminders, a dedicated space for student-instructor questions, and relevant assignments. Less valuable were an overemphasis on video content, peer-to-peer discussions, and the grading process. Notably, female participants prioritised individual team member performance more than others, while those aged 21-30 found multi-modal feedback most valuable. Participants who had taken 11-15 online courses especially appreciated student-moderated discussions. The findings in this study warrant further examination into practical implications where learning can be collaborative yet individualised, dynamic, and empowering. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480667 |
| Database: | ERIC |
| Abstract: | In this mixed-methods study, the researchers examined students' perceptions of the importance of engagement using existing learner-to-learner, learner-to-instructor, and learner-to-content frameworks. To optimise the most effective ways to engage online learners, the researchers identified engagement strategies that are most valuable and least valuable conducive to an online learning environment. Furthermore, they sought to understand if there would be any differences in responses based on students' demographics, which include gender, age, and experience with online courses. A total of 48 graduate students in the Teacher Education program at a university in North America were invited to participate in the survey, and 27 students chose to participate. The findings showed that participants highly valued having a choice in reading materials for discussions, consistent instructor announcements and reminders, a dedicated space for student-instructor questions, and relevant assignments. Less valuable were an overemphasis on video content, peer-to-peer discussions, and the grading process. Notably, female participants prioritised individual team member performance more than others, while those aged 21-30 found multi-modal feedback most valuable. Participants who had taken 11-15 online courses especially appreciated student-moderated discussions. The findings in this study warrant further examination into practical implications where learning can be collaborative yet individualised, dynamic, and empowering. |
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| ISSN: | 1179-7665 1179-7673 |
