Review
BibTex RIS Cite

Online Learner Engagement in Higher Education: Part 2 – Practice

Year 2023, Volume: 5 Issue: 2, 231 - 258, 30.08.2023
https://doi.org/10.47806/ijesacademic.1302115

Abstract

Online learner engagement is a key factor for the quality and effectiveness of online education. It refers to the degree of involvement, participation, and interest that students show in their online courses and how they interact with the content, the instructor, and their peers. However, engaging online learners can be challenging due to the lack of physical presence, social cues, and immediate feedback that are often present in face-to-face settings. Therefore, it is important for online educators and researchers to understand the factors that influence online learner engagement and the educational techniques that can enhance it. This paper discusses the factors that influence online learner engagement, such as technology and interface characteristics, content area experience, student roles and instructional tasks, information overload, transactional distance, e-learning capital, perceived usefulness, computer self-efficacy, motivational beliefs, and learning strategies. It also reviews the educational techniques that can enhance online learner engagement, such as social engagement, cognitive engagement, behavioral engagement, collaborative engagement, and emotional engagement. Moreover, it explores the gamification and simulation techniques that can also enhance online learner engagement by providing interactive and immersive learning experiences. Finally, it examines the methods and instruments for measuring online learner engagement, such as self-reports, behavioral logs, physiological measures, learning analytics, observation and feedback, and various scales and surveys. The paper concludes with a summary of the main findings and implications for online education practice and research, and identifies some gaps in the existing literature and suggests some directions for future research.

References

  • About NSSE. (n.d.). Evidence-Based Improvement in Higher Education. https://nsse.indiana.edu/nsse/about-nsse/index.html
  • Adobe eLearning. (2020). 15 tips and strategies to engage remote learners through high-impact virtual training. https://elearning.adobe.com/2020/12/15-tips-and-strategies-to-engage-remote-learners-through-high-impact-virtual-training/
  • Al Mamun, M. A., & Lawrie, G. (2021). The impact of learning strategies on online learner engagement in higher education: A systematic review. British Journal of Educational Technology, 52(5), 1979–2000. https://doi.org/10.1111/bjet.13221
  • Altuwairqi, K., Jarraya, S. K., Allinjawi, A., & Hammami, M. (2021). Student behavior analysis to measure engagement levels in online learning environments. Signal, Image and Video Processing, 15(7), 1387-1395.
  • Bacila, M. F., Pop, M. C., Scridon, M. A., & Ciornea, R. (2014). Development of an instrument for measuring student satisfaction in business educational institutions. Amfiteatru Economic Journal, 16(37), 841-856.
  • Bolliger, D. U., & Martin, F. (2022). Developing an online learner satisfaction framework in higher education through a systematic review of research. International Journal of Educational Technology in Higher Education, 19(1), 50. https://doi.org/10.1186/s41239-022-00355-5
  • Bonner, E., Garvey, K., Miner, M., Godin, S., & Reinders, H. (2022). Measuring real-time learner engagement in the Japanese EFL classroom. Innovation in Language Learning and Teaching, 1-11.
  • Buntins, K., Kerres, M., & Heinemann, A. (2021). A scoping review of research instruments for measuring student engagement: In need for convergence. International Journal of Educational Research Open, 2, 100099. https://doi.org/10.1016/j.ijedro.2021.100099
  • Carr, R., Palmer, S., & Hagel, P. (2015). Active learning: The importance of developing a comprehensive measure. Active Learning in Higher Education, 16(3), 173–186. https://doi.org/10.1177/1469787415589529 Chans, G. M., & Castro, M. P. (2021). Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students. Computers, 10(10), 132. https://doi.org/10.3390/computers10100132
  • Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544
  • Coates, H., & Radloff, A. (2008). AUSSE 2008 development and methodology. Australian Council for Educational Research.
  • https://web.archive.org/web/20091010131234/http://www.acer.edu.au/documents/AUSSE_2008DevelopmentAndMethodology.pdf
  • Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51(1), 245-262.
  • Dickinson, K. J. (2021). Assessing learner engagement with virtual educational events: Development of the Virtual In-Class Engagement Measure (VIEM). The American Journal of Surgery, 222(6): 1044-1049. MEDLINE. https://search.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-1439836
  • Dickinson, K. J., Caldwell, K. E., Graviss, E. A., Nguyen, D. T., Awad, M. M., & Tan, S. (2021). Assessing learner engagement with virtual educational events: Development of the Virtual In-Class Engagement Measure (VIEM). The American Journal of Surgery, 222(6), 1044-1049.
  • Dickinson, K., Caldwell, K., Graviss, E. A., Nguyen, D. T., Awad, M., Olasky, J., Tan, S., Winer, J., & Pei, K. (2022). Perceptions and behaviors of learner engagement with virtual educational platforms. The American Journal of Surgery, 224(1), 371–374. https://doi.org/10.1016/j.amjsurg.2022.02.043
  • Dixson, M. D. (2015). Measuring student engagement in the online course: The Online Student Engagement scale (OSE). Online Learning, 19(4), n4.
  • Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1007/s12528-018-9179-z
  • Fabian, K., Smith, S. E., Taylor‐Smith, E., & Meharg, D. (2022). Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19. British Journal of Educational Technology, 53(6), 1915–1936. https://doi.org/10.1111/bjet.13221
  • Farrell, O., & Brunton, J. (2020). A balancing act: a window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17(1), 25. https://doi.org/10.1186/s41239-020-00199-x
  • Ferrer, J., Ringer, A., Saville, K., Parris, M. A., & Kashi, K. (2020). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83(2), 317–338. https://doi.org/10.1007/s10734-020-00657-5
  • Glantz, E., Gamrat, C., Lenze, L., & Bardzell, J. (2021). Improved student engagement in higher education’s next normal. EDUCAUSE Review. https://er.educause.edu/articles/2021/3/improved-student-engagement-in-higher-educations-next-normal
  • Hagel, P., Carr, R., & Devlin, M. (2012). Conceptualising and measuring student engagement through the Australasian Survey of Student Engagement (AUSSE): A critique. Assessment & Evaluation in Higher Education, 37(4), 475-486.
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–191. https://doi.org/10.3200/JOER.98.3.184-192 Hickey, D. T. (2022). Situative approaches to online engagement, assessment, and equity. Educational Psychologist, 57(3), 221-225.
  • Hrastinski, S., Cleveland-Innes, M., & Stenbom, S. (2018). Tutoring online learners in higher education: A model for identifying and developing roles and competencies of online tutors. TechTrends, 62(4), 383–391. https://doi.org/10.1007/s12528-018-9179-z
  • Kahn, P. H., Everington, L., Kelm, K., Reid, I. M., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity. Educational Technology Research and Development, 65(1), 203–218. https://doi.org/10.1007/s11423-016-9484-z
  • Kara, M. (2021). Revisiting online learner engagement: Exploring the role of learner characteristics in an emergency period. Journal of Research on Technology in Education, 54(sup1), S236–S252. https://doi.org/10.1080/15391523.2021.1891997
  • Kuo, Y.-C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16–39. https://doi.org/10.19173/irrodl.v14i1.1338
  • Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
  • Kuo, T. M., Tsai, C.-C., & Wang, J.-C. (2021). Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness. The Internet and Higher Education, 51, Article 100819. https://doi.org/10.1016/j.iheduc.2021.100819
  • Lazareva, A. (2017). Factors affecting student engagement in online collaborative learning courses. In Advances in Intelligent Systems and Computing (pp. 349–359). Springer Nature. https://doi.org/10.1007/978-3-319-73204-6_39
  • Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability, 11(4), 985.
  • Lutz, B., Bergman, S., & Pitterson, N. (2019). Measuring student course engagement: A validation study. Computers & Education, 142, 103635. https://doi.org/10.1016/j.compedu.2019.103635
  • Martin, A. J., Papworth, B., Ginns, P., & Liem, G. A. D. (2014). The Online Motivation and Engagement Scale for university students: A psychometric validation. Computers & Education, 76, 399-413. https://doi.org/10.1016/j.compedu.2014.04.002
  • Martin, F., & Bolliger, D. U. (2022). Developing an online learner satisfaction framework in higher education through a systematic review of research. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00355-5
  • Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162-177.
  • Martin, F., Xie, K., & Bolliger, D. U. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S1–S13. https://doi.org/10.1080/15391523.2021.1991703
  • McKinsey. (2020, October 29). How technology is shaping learning in higher education. https://www.mckinsey.com/industries/education/our-insights/how-technology-is-shaping-learning-in-higher-education
  • Ocelot, O. (2021). Measuring Student Engagement in Higher Education. Ocelot. https://www.ocelotbot.com/blog/measuring-student-engagement-in-higher-education/ Paulsen, J., & McCormick, A. C. (2020). Reassessing disparities in online learner student engagement in higher education. Educational Researcher, 49(1), 20-29.
  • Rivera, E. S., & Garden, C. L. (2021). Gamification for student engagement: a framework. Journal of Further and Higher Education, 45(7), 999–1012. https://doi.org/10.1080/0309877x.2021.1875201
  • Sun, W., Hong, J., Dong, Y., Huang, Y., & Fu, Q. (2022). Self-directed learning predicts online learning engagement in higher education mediated by perceived value of knowing learning goals. Asia-Pacific Education Researcher, 32(3), 307–316. https://doi.org/10.1007/s40299-022-00653-6
  • Tualaulelei, E., Burke, K., Fanshawe, M., & Cameron, C. (2022). Mapping pedagogical touchpoints: Exploring online student engagement and course design. Active Learning in Higher Education, 23(3), 189-203.
  • UCL. (2021). Encouraging student engagement with blended and online learning. University College London Teaching & Learning Portal. https://www.ucl.ac.uk/teaching-learning/publications/2021/oct/encouraging-student-engagement-blended-and-online-learning
  • Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0062-1
  • Wang, Y., & Chen, N.-S. (2021). The impact of simulation-based learning on student engagement: A systematic review. Computers & Education, 164, 104166. https://doi.org/10.1016/j.compedu.2021.104166
  • Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2016). Learning strategies: A synthesis and conceptual model. Science of Learning, 1(1), Article 16013. https://doi.org/10.1038/npjscilearn.2016.13
  • Welbers, K., Konijn, E. A., Burgers, C., De Vaate, A. J. D. B., Eden, A., & Brugman, B. C. (2019). Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-learning and Digital Media, 16(2), 92–109. https://doi.org/10.1177/2042753018818342
  • Wong, B., & Liem, G.A.D. (2021). Self-regulated learning in online learning environments: Strategies for remote learning during COVID‐19 school closures and beyond. British Journal of Educational Technology, 52(5), 2001–2018. https://doi.org/10.1111/bjet.13099
  • Yin, H. (2023). A mixed blessing: student engagement in emergency online learning during COVID-19 in China. Assessment & Evaluation in Higher Education, 48(3), 362-376.
  • Yoo, S. K., & Huang, W. (2013). Engaging online adult learners in higher education: Motivational factors impacted by gender, age, and prior experiences. The Journal of Continuing Higher Education, 61(3), 151–164. https://doi.org/10.1080/07377363.2013.836823

Yüksek Öğretimde Çevrimiçi Öğrenci Katılımı: Bölüm 2 – Pratik

Year 2023, Volume: 5 Issue: 2, 231 - 258, 30.08.2023
https://doi.org/10.47806/ijesacademic.1302115

Abstract

Çevrimiçi öğrenci katılımı, çevrimiçi eğitimin kalitesi ve etkinliği için çok önemlidir. Öğrencilerin kurs içeriği, eğitmen ve akranları ile nasıl etkileşime girdiğini yansıtır. Ancak, çevrimiçi ortamlarda fiziksel ve sosyal ipuçlarının olmaması nedeniyle çevrimiçi öğrenci katılımı zor olabilir. Bu nedenle, çevrimiçi eğitimcilerin ve araştırmacıların, çevrimiçi öğrenci katılımını etkileyen faktörleri ve onu geliştirebilecek teknikleri anlamaları gerekir. Bu makale, çeşitli faktörleri (örneğin, teknoloji, içerik, öğrenci rolleri, aşırı bilgi yükü, işlem mesafesi, e-öğrenme sermayesi, algılanan fayda, bilgisayar öz yeterliliği, motivasyonel inançlar ve öğrenme stratejileri) ve teknikleri (örneğin, sosyal, bilişsel, çevrimiçi öğrenen katılımı için davranışsal, işbirlikçi, duygusal, oyunlaştırma ve simülasyon). Ayrıca, çevrimiçi öğrenen katılımını ölçmek için kullanılan yöntemleri ve araçları da gözden geçirir (ör. kişisel raporlar, davranış günlükleri, fizyolojik ölçümler, öğrenme analitiği, gözlem ve geri bildirim, ölçekler ve anketler). Makale, çevrimiçi eğitim uygulaması ve araştırması için ana bulguların ve çıkarımların bir özeti ile sona eriyor ve gelecekteki araştırmalar için bazı yönler öneriyor.

References

  • About NSSE. (n.d.). Evidence-Based Improvement in Higher Education. https://nsse.indiana.edu/nsse/about-nsse/index.html
  • Adobe eLearning. (2020). 15 tips and strategies to engage remote learners through high-impact virtual training. https://elearning.adobe.com/2020/12/15-tips-and-strategies-to-engage-remote-learners-through-high-impact-virtual-training/
  • Al Mamun, M. A., & Lawrie, G. (2021). The impact of learning strategies on online learner engagement in higher education: A systematic review. British Journal of Educational Technology, 52(5), 1979–2000. https://doi.org/10.1111/bjet.13221
  • Altuwairqi, K., Jarraya, S. K., Allinjawi, A., & Hammami, M. (2021). Student behavior analysis to measure engagement levels in online learning environments. Signal, Image and Video Processing, 15(7), 1387-1395.
  • Bacila, M. F., Pop, M. C., Scridon, M. A., & Ciornea, R. (2014). Development of an instrument for measuring student satisfaction in business educational institutions. Amfiteatru Economic Journal, 16(37), 841-856.
  • Bolliger, D. U., & Martin, F. (2022). Developing an online learner satisfaction framework in higher education through a systematic review of research. International Journal of Educational Technology in Higher Education, 19(1), 50. https://doi.org/10.1186/s41239-022-00355-5
  • Bonner, E., Garvey, K., Miner, M., Godin, S., & Reinders, H. (2022). Measuring real-time learner engagement in the Japanese EFL classroom. Innovation in Language Learning and Teaching, 1-11.
  • Buntins, K., Kerres, M., & Heinemann, A. (2021). A scoping review of research instruments for measuring student engagement: In need for convergence. International Journal of Educational Research Open, 2, 100099. https://doi.org/10.1016/j.ijedro.2021.100099
  • Carr, R., Palmer, S., & Hagel, P. (2015). Active learning: The importance of developing a comprehensive measure. Active Learning in Higher Education, 16(3), 173–186. https://doi.org/10.1177/1469787415589529 Chans, G. M., & Castro, M. P. (2021). Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students. Computers, 10(10), 132. https://doi.org/10.3390/computers10100132
  • Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544
  • Coates, H., & Radloff, A. (2008). AUSSE 2008 development and methodology. Australian Council for Educational Research.
  • https://web.archive.org/web/20091010131234/http://www.acer.edu.au/documents/AUSSE_2008DevelopmentAndMethodology.pdf
  • Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51(1), 245-262.
  • Dickinson, K. J. (2021). Assessing learner engagement with virtual educational events: Development of the Virtual In-Class Engagement Measure (VIEM). The American Journal of Surgery, 222(6): 1044-1049. MEDLINE. https://search.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-1439836
  • Dickinson, K. J., Caldwell, K. E., Graviss, E. A., Nguyen, D. T., Awad, M. M., & Tan, S. (2021). Assessing learner engagement with virtual educational events: Development of the Virtual In-Class Engagement Measure (VIEM). The American Journal of Surgery, 222(6), 1044-1049.
  • Dickinson, K., Caldwell, K., Graviss, E. A., Nguyen, D. T., Awad, M., Olasky, J., Tan, S., Winer, J., & Pei, K. (2022). Perceptions and behaviors of learner engagement with virtual educational platforms. The American Journal of Surgery, 224(1), 371–374. https://doi.org/10.1016/j.amjsurg.2022.02.043
  • Dixson, M. D. (2015). Measuring student engagement in the online course: The Online Student Engagement scale (OSE). Online Learning, 19(4), n4.
  • Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1007/s12528-018-9179-z
  • Fabian, K., Smith, S. E., Taylor‐Smith, E., & Meharg, D. (2022). Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19. British Journal of Educational Technology, 53(6), 1915–1936. https://doi.org/10.1111/bjet.13221
  • Farrell, O., & Brunton, J. (2020). A balancing act: a window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17(1), 25. https://doi.org/10.1186/s41239-020-00199-x
  • Ferrer, J., Ringer, A., Saville, K., Parris, M. A., & Kashi, K. (2020). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83(2), 317–338. https://doi.org/10.1007/s10734-020-00657-5
  • Glantz, E., Gamrat, C., Lenze, L., & Bardzell, J. (2021). Improved student engagement in higher education’s next normal. EDUCAUSE Review. https://er.educause.edu/articles/2021/3/improved-student-engagement-in-higher-educations-next-normal
  • Hagel, P., Carr, R., & Devlin, M. (2012). Conceptualising and measuring student engagement through the Australasian Survey of Student Engagement (AUSSE): A critique. Assessment & Evaluation in Higher Education, 37(4), 475-486.
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–191. https://doi.org/10.3200/JOER.98.3.184-192 Hickey, D. T. (2022). Situative approaches to online engagement, assessment, and equity. Educational Psychologist, 57(3), 221-225.
  • Hrastinski, S., Cleveland-Innes, M., & Stenbom, S. (2018). Tutoring online learners in higher education: A model for identifying and developing roles and competencies of online tutors. TechTrends, 62(4), 383–391. https://doi.org/10.1007/s12528-018-9179-z
  • Kahn, P. H., Everington, L., Kelm, K., Reid, I. M., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity. Educational Technology Research and Development, 65(1), 203–218. https://doi.org/10.1007/s11423-016-9484-z
  • Kara, M. (2021). Revisiting online learner engagement: Exploring the role of learner characteristics in an emergency period. Journal of Research on Technology in Education, 54(sup1), S236–S252. https://doi.org/10.1080/15391523.2021.1891997
  • Kuo, Y.-C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16–39. https://doi.org/10.19173/irrodl.v14i1.1338
  • Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
  • Kuo, T. M., Tsai, C.-C., & Wang, J.-C. (2021). Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness. The Internet and Higher Education, 51, Article 100819. https://doi.org/10.1016/j.iheduc.2021.100819
  • Lazareva, A. (2017). Factors affecting student engagement in online collaborative learning courses. In Advances in Intelligent Systems and Computing (pp. 349–359). Springer Nature. https://doi.org/10.1007/978-3-319-73204-6_39
  • Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability, 11(4), 985.
  • Lutz, B., Bergman, S., & Pitterson, N. (2019). Measuring student course engagement: A validation study. Computers & Education, 142, 103635. https://doi.org/10.1016/j.compedu.2019.103635
  • Martin, A. J., Papworth, B., Ginns, P., & Liem, G. A. D. (2014). The Online Motivation and Engagement Scale for university students: A psychometric validation. Computers & Education, 76, 399-413. https://doi.org/10.1016/j.compedu.2014.04.002
  • Martin, F., & Bolliger, D. U. (2022). Developing an online learner satisfaction framework in higher education through a systematic review of research. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00355-5
  • Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162-177.
  • Martin, F., Xie, K., & Bolliger, D. U. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S1–S13. https://doi.org/10.1080/15391523.2021.1991703
  • McKinsey. (2020, October 29). How technology is shaping learning in higher education. https://www.mckinsey.com/industries/education/our-insights/how-technology-is-shaping-learning-in-higher-education
  • Ocelot, O. (2021). Measuring Student Engagement in Higher Education. Ocelot. https://www.ocelotbot.com/blog/measuring-student-engagement-in-higher-education/ Paulsen, J., & McCormick, A. C. (2020). Reassessing disparities in online learner student engagement in higher education. Educational Researcher, 49(1), 20-29.
  • Rivera, E. S., & Garden, C. L. (2021). Gamification for student engagement: a framework. Journal of Further and Higher Education, 45(7), 999–1012. https://doi.org/10.1080/0309877x.2021.1875201
  • Sun, W., Hong, J., Dong, Y., Huang, Y., & Fu, Q. (2022). Self-directed learning predicts online learning engagement in higher education mediated by perceived value of knowing learning goals. Asia-Pacific Education Researcher, 32(3), 307–316. https://doi.org/10.1007/s40299-022-00653-6
  • Tualaulelei, E., Burke, K., Fanshawe, M., & Cameron, C. (2022). Mapping pedagogical touchpoints: Exploring online student engagement and course design. Active Learning in Higher Education, 23(3), 189-203.
  • UCL. (2021). Encouraging student engagement with blended and online learning. University College London Teaching & Learning Portal. https://www.ucl.ac.uk/teaching-learning/publications/2021/oct/encouraging-student-engagement-blended-and-online-learning
  • Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0062-1
  • Wang, Y., & Chen, N.-S. (2021). The impact of simulation-based learning on student engagement: A systematic review. Computers & Education, 164, 104166. https://doi.org/10.1016/j.compedu.2021.104166
  • Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2016). Learning strategies: A synthesis and conceptual model. Science of Learning, 1(1), Article 16013. https://doi.org/10.1038/npjscilearn.2016.13
  • Welbers, K., Konijn, E. A., Burgers, C., De Vaate, A. J. D. B., Eden, A., & Brugman, B. C. (2019). Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-learning and Digital Media, 16(2), 92–109. https://doi.org/10.1177/2042753018818342
  • Wong, B., & Liem, G.A.D. (2021). Self-regulated learning in online learning environments: Strategies for remote learning during COVID‐19 school closures and beyond. British Journal of Educational Technology, 52(5), 2001–2018. https://doi.org/10.1111/bjet.13099
  • Yin, H. (2023). A mixed blessing: student engagement in emergency online learning during COVID-19 in China. Assessment & Evaluation in Higher Education, 48(3), 362-376.
  • Yoo, S. K., & Huang, W. (2013). Engaging online adult learners in higher education: Motivational factors impacted by gender, age, and prior experiences. The Journal of Continuing Higher Education, 61(3), 151–164. https://doi.org/10.1080/07377363.2013.836823
There are 50 citations in total.

Details

Primary Language English
Subjects Other Fields of Education, Specialist Studies in Education (Other)
Journal Section Review Article
Authors

Brad Bell 0000-0002-7323-4401

Early Pub Date August 30, 2023
Publication Date August 30, 2023
Submission Date May 25, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Bell, B. (2023). Online Learner Engagement in Higher Education: Part 2 – Practice. International Journal of Educational Spectrum, 5(2), 231-258. https://doi.org/10.47806/ijesacademic.1302115

465221.                    images?q=tbn:ANd9GcTlHwNdlfMtYefP6zNuxzJ7qJa6QuTIBRTFBQ&usqp=CAU         by.png                            open-access-logo-png-transparent.png                                                                       

IJES has a DOI number obtained from Crossref, is protected under the Creative Commons (cc-by) licence, and provides open access.