Student Perceptions of the Vital Role of Engagement in Online Learning

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 the 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.