Translating Best Practices for Student Engagement to Online STEAM Courses (original) (raw)
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While online education has already been present in our classrooms for several years, the number of online courses has increased after the COVID-19 world pandemic, as institutions have seen the need to continue offering classes but in a different format. One of the challenges educators are facing is how to effectively convert a face-to-face course for use in an online context, and a common concern is a fear that they will not be able to gauge student engagement. Having a solid foundation that is backed by research in online learning is the first step to getting started (Johnson, 2007). With new modalities come new terms, new technology, and new ways of doing, and we can build our confidence when we begin to understand how these pieces fit together to create a learning experience for students. A key aspect to consider is whether content should be delivered synchronous or asynchronously (Davidson-Shivers, Muilenburg & Tanner, 2001). It is easy to envision conversations in the physical classroom: we have planned, facilitated, and/or participated in a discussion during which we exchange ideas, solve a problem, or resolve a question. In an online course, discussion boards can provide a platform for similar conversation, even though they may be happening asynchronously (Farmer, 2004). When effectively designed, an online discussion can facilitate active engagement, create opportunities for authentic connections, and create deep and meaningful learning experiences for students and instructors alike (Hamann, Pollock & Wilson, 2012). On the other hand, synchronous class meetings can be an important approach in supporting learning for students taking online classes, as well as an essential way to translate the on-campus learning experience to the remote setting (Serdyukov, 2020). Synchronous opportunities can provide socially isolated students a schedule and sense of community. They also allow for high levels of engagement, both between student and instructor and among students. While videoconferencing tools, such as Zoom, are relatively easy to start right out of the gate, it can take effort to develop the skills as instructors in this modality to ensure an energetic, interactive, and productive experience for everyone.
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Given the increasing numbers of students who choose to learn online, educators should understand the conditions necessary for student success in this environment. Previous studies have documented that student engagement is essential to student learning, retention, persistence, and satisfaction. In this descriptive qualitative study, we sought to understand how students conceptualize engagement in online courses as well as to understand what elements students perceive to be engaging. For this work, we interviewed or surveyed 40 students who shared their perceptions of engagement in online courses. We uncovered several key themes related to types of engagement including behavioral engagement, cognitive engagement, social engagement, emotional engagement, and agentic engagement. Additionally, the students described specific course elements they find engaging. We offer suggestions for distance learning administrators and instructional designers who wish to work with instructors on engag...
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Research widely agrees that student engagement can have positive impacts on student learning and achievement. Many institutions have adopted best practices designed to enhance engagement in the classroom in response to the growing research that supports these instructional best practices. Similarly, as online learning trends soar, universities are also beginning to explore what engagement means for the online learning community. Active learning has been translated to the digital platform, but with asynchronous sessions and activities, many wonder if substantial engagement and student achievement are possible to the same degree as they can be in face-to-face courses. In an attempt to begin addressing this question, this article examines how one engineering faculty member shifted his face-to-face course to a hybrid format while incorporating the same degree of active learning and engagement practices that were present in the ground format. This article will discuss how the course was shifted, what impacts were present for students, and the facultyʼs reflection on how the shift impacted his craft.
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Student engagement is a key factor in promoting learning and academic achievement. This study explores the factors underlying student engagement and the best practices advocated by students and faculty to engage students. Results revealed that student motivation to learn and self-efficacy are positively associated with student engagement. In addition, self-efficacy partially mediated the relationship between motivation to learn and student engagement. Finally, both faculty and students suggested diverse and inclusive techniques to engage students. Online education may become our new reality, and adjustment to this new world requires shifting to a new pedagogical paradigm.