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What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

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Seitenzahl: 220

Veröffentlichungsjahr: 2014

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ASHE Higher Education Report: Volume 40, Number 6

Kelly Ward, Lisa E. Wolf-Wendel, Series Editors

Student Engagement Online: What Works and Why

Katrina A. Meyer

Student Engagement Online: What Works and WhyKatrina A. Meyer ASHE Higher Education Report: Volume 40, Number 6 Kelly Ward, Lisa E. Wolf-Wendel, Series Editors

Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. Reproduction or translation of any part of this work beyond that permitted by Section 107 or 108 of the 1976 United States Copyright Act without permission of the copyright owner is unlawful. Requests for permission or further information should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; (201) 748-8789, fax (201) 748-6326, www.wiley.com/go/permissions.

Cover image by © Anastasia Ku/iStockphoto

ISSN 1551-6970     electronic ISSN 1554-6306     ISBN 978-1-119-00075-4

The ASHE Higher Education Report is part of the Jossey-Bass Higher and Adult Education Series and is published six times a year by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, California 94104-4594.

Individual subscription rate (in USD): $174 per year US/Can/Mex, $210 rest of world; institutional subscription rate: $352 US, $412 Can/Mex, $463 rest of world. Single copy rate: $29. Electronic only–all regions: $174 individual, $352 institutional; Print & Electronic–US: $192 individual, $423 institutional; Print & Electronic–Canada/Mexico: $192 individual, $483 institutional; Print & Electronic–Rest of World: $228 individual, $534 institutional. See the Back Issue/Subscription Order Form in the back of this volume.

CALL FOR PROPOSALS: Prospective authors are strongly encouraged to contact Kelly Ward ([email protected]) or Lisa E. Wolf-Wendel ([email protected]). See “About the ASHE Higher Education Report Series” in the back of this volume.

Visit the Jossey-Bass Web site at www.josseybass.com.

The ASHE Higher Education Report is indexed in CIJE: Current Index to Journals in Education (ERIC), Education Index/Abstracts (H.W. Wilson), ERIC Database (Education Resources Information Center), Higher Education Abstracts (Claremont Graduate University), IBR & IBZ: International Bibliographies of Periodical Literature (K.G. Saur), and Resources in Education (ERIC).

Advisory Board

The ASHE Higher Education Report Series is sponsored by the Association for the Study of Higher Education (ASHE), which provides an editorial advisory board of ASHE members.

Ben Baez

Florida International University

Amy Bergerson

University of Utah

Edna Chun

University of North Carolina Greensboro

Susan K. Gardner

University of Maine

MaryBeth Gasman

University of Pennsylvania

Karri Holley

University of Alabama

Adrianna Kezar

University of Southern California

Kevin Kinser

SUNY – Albany

Dina Maramba

Binghamton University

Robert Palmer

Binghamton University

Barbara Tobolowsky

University of Texas at Arlington

Susan Twombly

University of Kansas

Marybeth Walpole

Rowan University

Rachelle Winkle-Wagner

University of Nebraska – Lincoln

Contents

Executive Summary

Why Engagement?

Are There Limits to Engagement?

What Works to Increase Student Engagement in Online Coursework?

Are There Differences in Engagement Between Online and Face to Face?

Foreword

Student Engagement in Online Learning: What Works and Why

Overview

The Challenges

Definitions

The Basis for Student Engagement on Campus

Results From the National Survey of Student Engagement (NSSE)

Importance of Online Learning

Relevance of Monograph

Organization of Monograph

Summary

Learning Theories and Student Engagement

Overview

Community of Inquiry

Constructivist Learning

Experiential Learning and Active Learning

Authentic Learning

Transformational Learning

Online Community

Cognitive Engagement

Transactional Distance Theory

Summary

Techniques for Student Engagement Online

Overview

Moore's Interaction/Engagement Strategies

Online Discussions

Active or Authentic Pedagogies

Instructor Activities

Student Preparation and Skills

Use of Instructional Design

Multiple Paths

Use of Technologies and a Caution

Gender, Ethnicity, and Other Differences

Guides to Engagement Online

Research Needed

Summary

Effects From Student Engagement Online

Overview

Engagement and Student Learning

Engagement and Other Outcomes

Research Needed

Summary

Limits to Student Engagement

Overview

Characteristics of Students

Characteristics of Instruction

Research Needed

Summary

Next Steps

Overview

Theories to Use

Instructor, Know Your Students

Learn How to Learn

Be Clear About Educational Objectives

Some Lessons About Engagement Strategies

Instructor, Know Yourself

Help for Administrators

Future Research

Helpful Directions for the Future

Summary

References

Name Index

Subject Index

About the Author

About the ASHE Higher Education Report Series

Call for Proposals

End User License Agreement

List of Tables

Chapter 2

Table 1

List of Illustrations

Chapter 2

Figure 1 The CoI Model

Figure 2 Proposed Model Connecting CoI, Learning, and Retention

Figure 3 CoI Model With Learning Presence Represented

Chapter 3

Figure 4 Approach for the Third and Fourth Chapters

Guide

Cover

Table of Contents

Student Engagement in Online Learning: What Works and Why

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Executive Summary

Why Engagement?

With more students needing a higher education and less resources available from the states, the productivity of higher education institutions has become of greater interest to state governments, national foundations, and other assorted groups. Given its importance to individuals and the economy, President Obama has stressed the need for higher education to control its costs and produce more and better graduates. By moving academic programs and coursework online, higher education institutions must ensure that students succeed in their online programs.

Given the highly visible research on the National Study of Student Engagement (NSSE) and what it has revealed about engagement in the face‐to‐face environment, it makes sense to investigate the ways that engagement strategies can keep students enrolled in their online programs to completion and ensure they are learning what they need to succeed. This monograph presents the research on student engagement online and draws recommendations for instructors designing or teaching an online course.

Are There Limits to Engagement?

Students’ lives tend to present serious limits to what can be achieved with engagement strategies. They have employment or family demands that force them to attend part‐time or they may be inexperienced students and need to “learn how to learn” or to understand the basics of online learning. They may need to develop self‐regulatory behaviors, motivation to succeed, and the ability to defer gratification. They may also have to develop an understanding of and skills for active learning and find time and willingness to put effort into their learning.

Instructors also sometimes act in ways that impinge on student engagement, by offering poorly designed online courses, dominating course interactions, and being unclear about the educational goals of course activities and what students are expected to achieve. These instructors may need to improve their online teaching skills or their understanding of how students learn; this may involve examining their expectations of what “instruction” is and what it is that instructors do to bring learning about.

What Works to Increase Student Engagement in Online Coursework?

The main goal of the monograph is to identify the approaches or techniques that have been proven to increase engagement. To achieve this goal, the monograph draws upon learning theories and research studies conducted in online learning courses and also some face‐to‐face situations.

Use Learning Theories That Encourage Engagement

Put simply, engagement strategies work because they are based on learning theories that stress student activity rather than passive learning. Active learning, collaborative learning, authentic and experiential learning, as well as several other theories that focus on getting the student to do something—be it cognitive or physical—work to engage them in their learning. These learning theories are “why” engagement works.

Focus on Pedagogies and Active Learning Options

Pedagogies that stress student effort or work tend to engage more effectively. That means using assignments that ask students to do something—such as work in a group, solve a problem, prepare a project, and experience a situation—will more likely produce student engagement in his or her learning.

Interact for an Educational Purpose

Be it for online discussions, group work, or simple email exchanges, students need to know the goal and reason for the assignment. Instructors need to provide not only the goal, but also the rationale for the assignment, explaining what it will help students learn and why it is being done in this way.

Push Students to Think More Deeply

Whether in the design of assignments, directions to students about the assignments, or the evaluation criteria for students’ work, instructors need to ask questions, critique student responses, and provide additional context for the learning. Instructors also need to show students what deep thinking is.

Teach Students How to Learn

Not all students arrive at college with the skills to learn. College‐level instructors are increasingly called upon to not only teach students how to learn online, but also to help them develop self‐discipline and other self‐regulatory behaviors.

Evaluate Tools, Both Hardware and Software

Developers will continue to work on improving existing online tools and creating new ones. Instructors will need to evaluate these tools in the online course to assess their impact on student engagement and learning and share their findings with others.

Evaluate Online Classes Over and Over Again

Instructors need to undertake more detailed evaluations of what happens in their online classes and focus on individual elements to determine what works for engagement and student learning and what does not.

Assess Student Engagement and Its Effect on Retention and Learning

Too often, research on engagement strategies has used engagement as the final outcome measure. But research also needs to chronicle engagement's effect on student retention and learning to provide comparisons among engagement strategies and to help make the case that engagement is worth the extra effort.

Are There Differences in Engagement Between Online and Face to Face?

The research so far indicates that engagement may be engagement in both settings. The learning theories, pedagogies, and activities used in the course produce student engagement whether the course is online or face‐to‐face.

Foreword

Online learning and student engagement are topics that are familiar in research and practice related to higher education. What has been missing, however, is a focus on how the two concepts are integrated and inform one another. The focus of Katrina A. Meyer's monograph, Student Engagement Online: What Works and Why, is the importance of student engagement in online education. The monograph provides valuable foundational information that is sure to be useful as more institutions grapple with how to best engage all students.

Institutions are compelled toward online learning as a means to tap broader audiences of students and to recruit beyond geographically bounded markets. Online learning for many campuses has meant an increase in diversity of students and a means to stay financially solvent. With the expansion, however, have come challenges associated with retention. An important component of retention in any setting is student engagement. Engagement is tied to positive student outcomes. Based, in part, on the evidence of the National Survey of Student Engagement, concepts related to student engagement in all aspects of the college experience are important to the student experience. In particular, current research suggests links between student engagement and student completion. The focus of student engagement has largely been on traditional campus environments. Meyer's work expands the importance of student engagement from a focus on campus venues to online settings.

The monograph fills an important void because most of the research about student engagement is based on traditional college students in brick and mortar settings, and much of the online learning literature is focused on nontraditional students and baseline outcomes, and tends toward descriptive and proscriptive approaches. The monograph synthesizes the points of overlap between online learning and student engagement and why it is important to pay attention to what needs to change in terms of learning and development in online settings. The findings of the emerging research suggest the importance of paying attention to student involvement and engagement in online settings. The monograph is sure to be of use to staff, faculty, and administrators associated with online learning as well as people who are engaging in research to more fully understand the totality of student engagement and online learning. The topics covered are helpful to provide basic and foundational information, including definitions and theory, as well as useful practical information about how to make online classes and programs more engaging. Faculty who teach in online settings will find the strategies and approaches Meyer presents particularly helpful. The analysis and synthesis of the literature is comprehensive and informative. Readers geared toward application will find useful and practical information, and readers geared toward research will find an expansive view on engagement and online education.

Failing to pay attention to student engagement in both online and on‐campus environments means risking the loss of quality students who are perfectly capable of carrying out the academic work, but who find themselves disconnected from the learning environment. The ideas put forth in the monograph take some of the best practices and theories related to engagement and use them to inform the improvement of online learning and development. The monograph builds on previous topics in the ASHE Monograph Series related to online learning (e.g., Cost Efficiencies in Online Learning) and student success (e.g., Piecing Together the Student Success Puzzle) by providing updated information and making linkages between student engagement and online settings. Student success is important regardless of location of the learning experience, and Meyer's monograph provides information on how to make for a better learning experience for online students.

Kelly WardLisa E. Wolf-WendelSeries Editors

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!