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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
Language: English
Authors: Nalline Baliram (ORCID 0000-0001-8581-7447), Robin Henrikson (ORCID 0000-0001-9359-8563)
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
FullText Text:
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  Data: Student Perceptions of Engagement's Vital Role in Online Learning
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  Data: <searchLink fieldCode="AR" term="%22Nalline+Baliram%22">Nalline Baliram</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8581-7447">0000-0001-8581-7447</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robin+Henrikson%22">Robin Henrikson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9359-8563">0000-0001-9359-8563</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Open%2C+Flexible+and+Distance+Learning%22"><i>Journal of Open, Flexible and Distance Learning</i></searchLink>. 2025 29(1):109-131.
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  Data: FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion%22">Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Assignments%22">Reading Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
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  Data: 1179-7665<br />1179-7673
– Name: Abstract
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  Data: 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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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 109
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Discussion
        Type: general
      – SubjectFull: Reading Assignments
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Student Experience
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      – TitleFull: Student Perceptions of Engagement's Vital Role in Online Learning
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            NameFull: Robin Henrikson
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              Y: 2025
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