Online Design Strategies for Student Engagement

Technology often drives the learning experience. However, it is the learning outcome that must be the focus of the activity, not the technological tool used to implement the activity.

Every activity should be scrutinized to determine whether it matches a learning objective.
An activity that does not contribute to a learning outcome only adds confusion to the class and risks learner dissatisfaction at having to do an unnecessary activity.

Online Engagement Challenges

Without face-to-face contact, teachers are not able to pick up nonverbal cues from students that can indicate they are disengaged, frustrated or unenthusiastic
Teachers also cannot share their emotions easily and may find it harder to express enthusiasm, encouragement or concern.
The anonymous feeling of the online environment can make it easier for students to withdraw, participate minimally, or completely disappear from the course.
Students may enroll in online courses because they feel they will be easier and require less of their time. So, before the class even begins, these students may be prone to disengagement

Online Engagement Advantages

The self-paced nature of online classes allows students to fit the work time into their schedule. Those who prefer to login to the course at midnight are free to do so
Extrinsically motivated students can be engaged with quizzes and interactive features that offer instant feedback
The web offers tremendous possibilities for flexibility, interactivity, and creativity. It is possible to create many types of engaging experiences.

Online Design Strategies for Engagement

In an engaged learning environment, the majority of learning outcomes should fall into the application, analysis, synthesis, or evaluation levels of thinking as described in Bloom's taxonomy (Bloom, 1956). Each activity to be used for online engaged learning should be analyzed to determine which level of thinking it requires and to ensure that there is a mix of activities for varying levels of thinking.

The next element to consider is how appropriate the activity is for use in an engaged learning environment. Analyze how this activity will contribute to engaged learning, using the following questions:

Will the activity help learners use the online tools?
Does it assist in the social presence needed to establish community?
What type of interaction or collaboration with peers occurs?
Is reflection required?
Will a particular problem be resolved?

Also, consider which phase of engagement the activity could be classified under and whether the activity is placed appropriately in the sequence of the class. For example, a Phase 4 student-led discussion activity should not occur in the first few weeks of a class, because the learning community will not have been adequately prepared for it. To introduce it prematurely would guarantee its failure. A teacher-facilitated discussion would be a more appropriate activity.

New activities will still be needed in addition to those converted from a classroom-based environment. At the very minimum, activities to help learners use the online tools and to promote the social development of the online community will need to be designed. The questions outlined above should also be considered when planning these new activities

The key to creating a positive experience is to identify the students' needs and then incorporate activities that address their various learning styles, life experiences, and expectations. For an online facilitator, this means getting to know the learner as soon as possible through the use of profiles and introductory activities that provide insight into who the learner is not only academically, but professionally and personally. The facilitator can then begin to draw on the experiences of those in the online class and empower class members to capitalize on what they know. We do not learn in a vacuum, but in the rich context of life they have lived and are currently living.

Online learners are a varied group, but there are commonalities that can assist teachers in developing effective pedagogical strategies in course design. In particular, online students desire a flexible schedule to achieve their educational goals through self-paced learning while juggling the other demands on their time.

What do Online Students have in Common?

The requirements of self-paced learning – self discipline, effective time management, writing skills, self-directed work, organization and prioritization of effort, and confidence in presenting ideas openly and recognizing gaps in understanding through self assessment and reflection.

Type of students - online students range from fast-tracked, high achievers to students currently on academic probation who may take courses through continuing education. The average age of students is generally older and there is higher percentage of female students than in the offering institution as a whole.

Study habits - many online students have multiple demands on their time, causing odd, sometimes irregular, hours online. Multiple and sometimes competing obligations are squeezed into their daily schedule (other courses, accelerated graduation schedule, work, travel and family), consequently online coursework may not always be their top priority, causing assignments to be pushed aside to last minute, especially in general education courses.

Smith and Ragan (1999) caution against the limited perspective that learner enthusiasm and engagement always equates with learning taking place. Activities that lack an instructional goal and purpose will fail to create a deeper level of community and knowledge acquisition even if they are fun and interactive. Beware of what Smith and Ragan term the "activity for activity's sake" approach (1999, p. 17).

References

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longman.

Conrad, R.M., & Donaldson, J.A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Cull, S., Reed, D., & Kirk, K. (2010). Student motivation and engagement in online courses. Starting Point. Retrieved 5/31/2016 from http://serc.carleton.edu/NAGTWorkshops/online/motivation.html

Smith, P.L., & Ragan, T.J. (1999). Instructional design (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

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