High levels of student engagement lead to deeper learning. “When the students are more active in the learning process, the material becomes more relevant and more significant for them, they remember it better, understand it, and as a result their achievements improve” (Offir, Yev, & Bezalel, 2008, p. 1181). For design ideas for deeper learning, check out Betul C. Czerkawski's article Designing Deeper Learning Experiences for Online Instruction.
Engaged learners have a cognitive investment in an online class. They demonstrate socio-emotional engagement through their reactions and interactions with others. They also actively participate in the class. Review the following infographic for details about instructional approaches, teaching characteristics, and learning aspects that are Indicators of Engaged Learners Online.
Online course instructors can empower their learner's to take ownership of their learning by giving students a voice, providing choices within the course, and designing authentic learning experiences and assessments. Learn more in this faculty blog post from Washington State University: Ownership of Learning.
Lead off the course by creating a video introduction of your self and your interests
Create a Google form or use a survey tool to survey students about their academic inclinations, interests and background information
Create a discussion forum for students to post pictures and briefly describe themselves and their interests
For more ideas, read How do you make individualized connections to your students via online learning?
According to (Riggs & Linder, 2016), three mechanisms to promote active learning in online asynchronous classes are: "the creation of an architecture of engagement in the online classroom, the use of web-based tools in addition to the learning management system, and a re-imagining of discussion boards as interactive spaces (p. 1).
Czerkawski, B. (2014). Designing Deeper Learning Experiences for Online Instruction. Journal of Interactive Online Learning, 13(2), 29–40.
Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51(3), 1172–1183. doi: 10.1016/j.compedu.2007.10.009
Penn State. (2016, June). Indicators of Engaged Learning Online, Retrieved December 7, 2019 from http://sites.psu.edu/engagedlearningonline/wp-content/uploads/sites/55810/2016/06/Indicators-of-Engaged-Learning-Online.pdf.
RacoonGang. (2018, February 14). How do you make individualized connections to your students via online learning? Retrieved December 7, 2019, from https://raccoongang.com/blog/how-do-you-make-individualized-connections-your-st/.
Riggs, S., & Linder, K. (2016). Actively Engaging Students in Asynchronous Online Classes. IDEA Paper, 64, 1–10.
Washington State University. (2019, January 25). Ownership of Learning . Retrieved December 7, 2019 from https://li.wsu.edu/2019/01/25/ownership-of-learning/.