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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
ASHE Higher Education Report: Volume 40, Number 6
Kelly Ward, Lisa E. Wolf-Wendel, Series Editors
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
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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.
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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).
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
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
Chapter 2
Table 1
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
Cover
Table of Contents
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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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