By: Kokila Ravi, Ph.D. Atlanta Metropolitan State College

What is Student Engagement?

Student engagement in online learning: Online courses are designed to foster knowledge creation where students engage with the instructor, course materials, and their peers, and construct knowledge that stems from their own learning experiences. The course design provides ample opportunities for these engagements to occur and the instructor facilitates learning through thoughtful, targeted, and timely feedback on assignments, discussion boards, and other activities. The instructor engages students in multiple ways by fostering collaboration among peers, creating opportunities for active learning, and promoting choice and a sense of ownership to students in their own learning.

What is Student Engagement?

Students engage in courses through all of the course tools investing their time, energy, and intellectual resources to master the learning materials and course content included in the course. For example, students fill in the gaps in each other’s knowledge by posting their responses on the discussion board. In this process, not only is mastery of content an important component of the engagement process, but student perceptions regarding the efficacy of their learning process is also valuable. It is critical for students to feel a sense of ownership in their learning process and also to be able to feel positive about the pace and quality of their learning.

Definition of Student Engagement

While the definition of student engagement has evolved with the growth and expansion of online learning tools and methods, the primary focus is on ways students interact with each other, with the course materials, and with the instructor. The National Survey of Student Engagement (NSSE) includes five clusters of activities that include level of academic challenge, supportive campus environment, enriching educational experiences, student-faculty interaction, and active and collaborative learning (Robinson and Hullinger, 2008). Educators who subscribe to The Constructivist Theory of Learning include the time, effort, energy, feelings, and thought that students invest in their learning, so that the Online Student Engagement Scale includes both what students do, as well as how they feel about their learning (Dixson, 2015).

Student Engagement Methods

Requiring students to return to the course on a daily or frequent and consistent basis will provide opportunities for students to engage with the course materials and see overall connections.

Such engagement opportunities can occur both at the design as well as instructional phase, thereby reinforcing instructor presence in the course.

During the design phase, instructors can display their personality and model netiquette by:

• Posting their photos and creating announcements or introductory discussions that encourage the students to post their own pictures.

• Including a detailed biography that highlights relevant portions of the instructor's life story.

• Assuming an avatar that represents the instructor.

• Using any personalized graphics throughout the course to establish the instructor’s unique presence.

• Posting a FAQ section that addresses anticipated questions that will assist students who may not be familiar with the learning management system or any prior knowledge that students are required to know before the course starts.

At the instructional phase, research indicates that students learn better when they collaboratively engage in the learning process, such as online discussions and group projects.

Can We Measure It?

Is it possible to develop a scale that will accurately measure qualitatively and quantitatively student engagement in online courses? While such measures exist for face-to-face courses, adjustments need to be made to measure student engagement in the asynchronous learning that happens typically in online courses. Roblyer and Wiencke developed a Rubric in 2004 for Assessing Interactive Qualities of Distance Courses (RAIQDC). Ouimet and Smallwood developed a Classroom Survey of Student Engagement (CLASSE) in 2005, and Hendelsman et al. in 2005 developed the Student Course Engagement Questionnaire (SCEQ). Adapting some of the components used in previous student engagement and infusing additional behavioral issues into the discussion, Marcia Dixson has developed an Online Student Engagement Scale that encompasses skills engagement, emotional engagement, participation/interaction engagement, and performance engagement of students in an online environment consisting initially of a 30 item questionnaire. This scale included observable student behaviors such as content items viewed, email messages read, discussion posts read, quiz and assignment instructions accessed, etc. as well as applicable behaviors including discussion messages posted, email messages sent, assignments and quizzes submitted, and emails sent. The analytics provided by the learning management system provides a reliable tally of this data through a reporting tool. Measuring student engagement has the potential to provide instructors with a clear picture of how well their students engaged with their course and also opens the door for innovation in online course design and instructional practices.

References

Dixson, M. D. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning 19:4

Gunuc, S., & Kuzu, A. (2014). Student Engagement Scale: Development, Reliability, and Validity. Assessment & Evaluation in Higher Education, 40:4, 587-610.

National Survey of Student Engagement. (2017). NSSE Annual Results 2017. Retrieved from http://nsse.indiana.edu/html/annual_results.cfm

By: Kokila Ravi, Ph.D. Atlanta Metropolitan State College

Teaching Presence and Student Engagement

In February 2012, Faculty Focus did a special report on Online Student Engagement Tools and Strategies, featuring content from the Online Classroom. This content explored various methods of student engagement and ensured a degree of success. The convenience of the asynchronous nature of online learning has the potential to improve student engagement. However, the numerous distractions and interruptions that occur during a student’s online time forces instructors to find innovative ways to engage students in online courses. Requiring students to come to the course on regular and frequent intervals to submit assignments or engage with peers in discussion or for any other online learning activity certainly establishes a pattern and lays the foundation for a predictable engagement paradigm for students. Students new to online learning may find this practice helpful as they transition from the face-to-face learning medium (Dail, 2012).

Baker and Taylor (2012), in another Faculty Focus article in the special report, emphasize the importance of instructor presence in online courses and outlines ways instructors can create a nurturing teaching presence in their online environment. Research shows that teaching presence increases affect and motivation among online students (Baker, 2009; Russo and Benson, 2005). Garrison, Anderson, and Archer (2000) state that teaching presence in an online course is an important factor for fostering a sense of classroom community, which in turn supports higher-order thinking. Positive correlations between teaching presence and successful student learning have also been established (Anderson et al., 2001; Baker, 2009; Richardson and Swan, 2003; Shea et al., 2003).

Shea et al. developed a Teaching Presence Scale to measure the perception of students regarding teaching presence based on course design, facilitation, and direct instruction. The seven-point scale instrument, ranging from Strongly Agree to Strongly Disagree, can be used to evaluate students’ perceptions of teaching presence and make necessary adjustments. Graham, Cagiltay, Lim, Craner, and Duffy provide a framework for examining online courses and assisting faculty to improve their online instructional strategies. Based on Chickering and Gamson's original publication, “The Seven Principles for Good Practice in Undergraduate Education”, which emerged from 50 years of education research, all seven practices encourage instructor presence either in the form of course design or active facilitation.

Video: https://youtu.be/X7MqCc-Qvjw

Student Engagement Methods – Is There a Magic Wand?

Not really – research suggests no one tool can answer the challenge; it is achieved through a blend of design principles, technology tools, and appropriate instructional activities ( Nafukho & Chakraborty, 2014).

1. Course Facilitation: create a biography video, biography discussions, and establish a positive and encouraging learning environment

2. Course Design: use avatars, personalized graphics, post FAQs and Extra Resources at the end of the chapter, create opportunities to nurture a supportive learning community

3. Actual Instruction: respond to student queries, moderate discussion, answer student email within 24 hours, provide personalized feedback

4. External Tools to Establish Instructor Presence: Camtasia, Jing, Screencasting

5. Activities Created Specifically to Generate Fun and Excitement in the Course: puzzles, scavenger hunts, find websites, videos, articles

6. Additional Resource: data analytics from tool usage and rapidly-evolving online learning environments now afford more opportunities to improve student engagement (Bodily, R., Graham, C. & Bush, M., 2015)

Online Student Engagement Tools and Strategies

Riggs and Linder (2016) suggest using the following tools and strategies to increase student engagement:

1. Engaging Students Synchronously: online chat, video conferencing, online office hours

2. Enabling Students to Engage Asynchronously: establish clear connections between readings and application, require daily or weekly submissions

3. Utilizing Screencast-O-Matic, Office Mix, Snip, and Sway: these are recommended tools to use to increase instructor presence in online courses

Online Student Engagement Tips and Strategies by Kirkwood Community College

Below are ten ideas to increase student engagement in online courses. Some low to no-tech ideas are included in the video below this list. And, while the authors mention online courses specifically, many of the techniques apply to on-ground and blended courses as well.

1. Call/Text Students

2. Require Regular Logins

3. Act on Report Data

4. Create Meaningful & Relevant Assignments

5. Explain Your Expectations

6. Assess Online Learning Readiness

7. Time Management Training

8. Assignment Variety & Ownership

9. Add a Live Element

10. Personalize Communication

Video: T4LT - Online Student Engagement Tips and Strategies: https://youtu.be/WPEW2birta0

References

Bodily, R., Graham, C., & Bush, M.D. (2017). Online Learner Engagement: Opportunities and Challenges with Using Data Analytics”. Educational Technology, 57(1), 10-18

Chickering, A., & Gamson, Z.F. (1987, March). Seven Principles for good practice in undergraduate education. AAHE Bulletin, 3-6. Retrieved from http://files.eric.ed.gov/fulltext/ED282491.pdf

Dail, T. (2012). Enabling: A Strategy for Improving Learning. Faculty Focus: Online student engagement tools and strategies, 6-7.

Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T.M. (2001, March/April). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source. Retrieved on March 31, 2015http://technologysource.org/article/seven_principles_of_effective_teaching/

Krathwohl, D. K. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218, DOI: 10.1207/s15430421tip4104_2

Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. Retrieved on April 16, 2015, at http://link.springer.com/article/10.1007/BF02505024

Nafukho, F. & Chakraborty, M.. (2014). Strengthening student engagement: What do students want in online courses? European Journal of Training and Development, 38. 782-802. 10.1108/EJTD-11-2013-0123.

Pecorino, P. A. (2006, Fall). Forms of Engaging Learners in Online Classes. Community College Humanist, 27(4), 7-8. Retrieved on March 31, 2015, at http://www.qcc.cuny.edu/socialsciences/ppecorino/Pedagogy-Engaging-Students.htm

Ragan, L. C. (1999). Good teaching is good teaching: An emerging set of guiding principles and practices for the design and development of distance education. CAUSE/EFFECT, 22(1). Retrieved at https://net.educause.edu/ir/library/html/cem/cem99/cem9915.html

Reber, J. (2011). The under-examined life: A proposal for critically evaluating teachers' and students' philosophies of teaching. College Teaching, 59(3), 102-110.

Riggs, S. & Linder, K. (2016). Actively engaging students in asynchronous online classes. IDEA Paper #64.

By: Beth René Roepnack, Ph. D. USG eCampus

High-Impact Practices and LEAP

The Association of American Colleges & Universities (AACU) advanced its vision of the value of a liberal education in 2005 with the launch of the LEAP Program: Liberal Education and America’s Promise. This public advocacy program promotes the value of liberal education through ("About LEAP", 2019):

• essential learning outcomes

• principles of excellence

• high-impact practices

• authentic assessments

• student signature work

The University System of Georgia joined LEAP in 2016 and developed the LEAP State Georgia Consortium. The LEAP Georgia mission "is committed to developing the LEAP vision through [the] creation of purposeful pathways for students and high levels of student achievement of the Essential Learning Outcomes. LEAP values, the values of liberal education, are essential for future professionals, future citizens, and future leaders. LEAP Georgia is committed to the Principles of Excellence toward the goals of inclusivity, civic connection, and lifelong inquiry" ("LEAP Georgia", 2019). Many Georgia campuses are instituting various high-impact educational practices in order to meet this mission. AACU has designated 11 teaching and learning practices as High-Impact Educational Practices (HIPs) based on research that has shown them to increase student engagement and retention ("High-Impact Educational Practices", 2019). While full descriptions of the HIPs can be found on the AACU website (optional), brief descriptions are provided here:

Capstone courses and projects: Typically these projects are provided for students near the end of their educational program and the project allows them the opportunity of integrating and applying what they've learned.

Collaborative assignments and projects: These projects and assignments help students experience how they can learn from others and work together to solve problems.

Common intellectual experiences: Built on the idea of a core curriculum, these programs often require advanced integrative study in line with the theme of the program or participation in a learning community.

Diversity/global learning: These courses and programs help students explore difficult differences between themselves and others.

ePortfolios: Added in 2016, this HIP allows students to collect, track, and share their growth and development across their college career in electronic portfolios.

First-year experiences or seminars: The goal of these programs are to bring small groups of students together to practice critical inquiry and develop their information literacy, collaborative learning, and other skills to encourage students' intellectual development.

Internships: This program provides students with experiential learning in a workplace related to their field of study.

Learning communities: Students take two or more linked courses and work with faculty to learn how different fields of study can be integrated.

Service learning, community-based learning: Students apply what they've learned in the classroom by solving real-world problems in their communities as a required part of a class.

Undergraduate research: Faculty connect key concepts with questions to allow students to engage in research projects.

Writing-intensive courses: These courses focus on the writing (and revision) process across the curriculum at all levels of instruction.

While many of these HIPs are centered around specific course types, many of these practices can be applied to the classroom. Given that the goal of these practices is to engage students in formalized active learning practices that are shown to work, Kuh suggests HIPS require students to:

• "Invest time and effort

• Interact with faculty and peers about substantive matters

• Experience diversity

• Respond to more frequent feedback

• Reflect and integrate learning

• Discover the relevance of learning through real-world applications" (2008, cited in Hobbs & Kropp, 2018).

In this course, the online discussions, active learning, and collaborative project modules are designed to support faculty in implementing these strategies in the online environment.

References

About LEAP. (2019). Retrieved from https://www.aacu.org/leap

High-Impact Educational Practices. (2019). Retrieved from https://www.aacu.org/leap/hips

Hobbs, P., & Kropp, E. (2018). Leveraging high-impact practices at the course level. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-and-learning/leveraging-high-impact-practices-at-the-course-level/

LEAP Georgia. (2019). Retrieved from https://www.usg.edu/facultydevelopment/leap

By: Beth René Roepnack, Ph. D., USG eCampus

What Are Mindsets?

Attitudes and beliefs about our ability to learn are called Mindsets. People with fixed mindsets believe that our qualities, such as intelligence and talent, are characteristics that we are born with. They believe that, similar to being born with a certain eye color, you either have these qualities or you don't. People with growth mindsets, however, believe that qualities such as intelligence and talents can be developed through our efforts, strategies, and with help from others. The initial research was completed by Carol Dweck and her team of researchers at Stanford University. Their work was published in peer-reviewed journals as well as shared to the public in Dweck's book, "Mindset: The New Psychology of Success".

Students who hold a fixed mindset are less likely to do well in school. They are less likely to try harder when faced with academic or social challenges because they believe their efforts won't make a difference. However, we know from scientists that the brain has neuroplasticity, meaning it grows and develops. When we take on new challenges, for example, the brain grows new connections between brain cells and strengthens new pathways when we practice. Check out this short video (~ 2 minutes, required) to find out how.

As instructors, it is important for us to understand our mindset so that our interactions with students aren't sending them subtle but powerful messages that they can't learn or that they don't belong. For example, feedback that praises intelligence, such as, "You are so smart!", increases students' motivation to perform better rather than to learn more, while feedback that praises efforts and strategies is more likely to motivate students to engage in the learning process (Mueller and Dweck, 1998). If instructors have a fixed mindset about their students' abilities, they are more likely to see their students as having a low potential to learn, lower their expectations for those students, and then provide comfort-oriented feedback, all of which lowers students likelihood of learning the material (Rattan, Good, & Dweck, 2012). We do our students a great disservice when we see them as limited in their ability to learn. Take this short survey to learn your mindset (required). Faculty messages about student belonging also have an impact on student performance. Read more about belonging and mindset here.

How Can Instructors Promote a Growth Mindset?

There are a number of strategies that faculty can use in their online classroom to promote a growth mindset in their students via our announcements, emails, discussion posts, and assignment feedback in the Gradebook. However, before we get to that, it is important to know what not to do. Research has shown that telling students to have a growth mindset or to just put in more effort will not be helpful (Khan Academy & PERTS, n.d.). The students have already tried and were unsuccessful. However, there is much that we can do.

You can also share a personal story about a time that you struggled and how, with hard work, changing your strategies, and asking for help, you were able to succeed. You could use this as your introductory post and then ask students to introduce themselves by telling about a time when they were struggling to do or learn something and then how they were able to succeed by changing their strategies, working hard, and asking and receiving help. Asking students to share examples from their own lives will help serve as a reminder of how they have struggled in the past and were able to be successful through persistence, changing their strategy, and asking for help (noticing a theme here?). Sharing these stories with each other also increases social belongingness, an important support of learning. Alternatively, you can ask students to share their fears about taking an online course or learning about a particular topic and then ask students to share solutions with each other. Or, introduce the concept of a growth mindset and ask students to discuss how they will use this information to strengthen it in themselves.

Another way to support a growth mindset in our online classes is to ensure that our assignments are clear regarding the purpose, task, and criteria (see Module 6 in this guide). Providing examples of excellent, good, and developing work can also help students to better understand your expectations. Providing students with the opportunity to receive feedback on a draft of a paper also helps develop a growth mindset (and makes it easier to grade final versions of the paper). When providing feedback on graded work, focus praise on their efforts and process and any improvements over their last attempt. You can clarify what they can do differently to improve their work on a future attempt or similar assignment. You can also ask them what they can commit to doing differently in order to improve.

Mindset Resources for Students (and Faculty!)

To learn more about mindset and why it matters, you can watch these videos:

• What is a Growth Mindset video (less than 3 minutes)

• Check out the research results: Growth vs Fixed Mindset (less than 90 seconds).

• Learn about how your brain can change in this short video (~ 2 minutes).

• The Evidence: How a Growth Mindset Leads to Higher Achievement (3.44 minutes)

• The Importance of Having a Growth Mindset for Math

There are also other resources and projects for students:

• 25 Ways to Develop a Growth Mindset

• Check out these growth mindset posters and use them as inspiration to make your own

• Look at this Growth Mindset Playbook and the resources and videos

• Watch this TED talk on the Power of Belief

• Watch The Evidence: How a Growth Mindset Leads to Higher Achievement

References

Khan Academy & PERTS (n.d.) Mindset Growth Plan. Retrieved from https://www.mindsetkit.org/

Mueller, C.M. &Dweck, C.S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personal Social Psychology, 75(1), 33-52.

Rattan, A., Good, C., & Dweck, C.S. (2012). “It's ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students, Journal of Experimental Social Psychology, 48, 731-737.

By: Beth René Roepnack, Ph. D. USG eCampus

As reviewed in this module, research on effective online teaching emphasizes the importance of establishing a strong presence in your online course to support students’ continued engagement with the material, the learning activities, and their peers. Students who are unable to access the Learning Management System (LMS) on a regular basis may need even more communication from their instructors because they may have less communication with their peers. If you have a few students who struggle with accessing the internet, you may want to have them share their email addresses so that they can reach out to each other in addition to their instructor. If you have students who rely mainly on their cell phones, you may want to strongly consider using an app like GroupMe so that you and your students can text each other while keeping cell phone numbers private. Students who rely on their cell phones may want to download the D2L Brightspace Pulse app or sign up for notifications to be delivered to their cell phones.

In the modules that follow, we provide a number of ways to maintain connections with all your students. Developing a sound Communication Plan (Module 3) that tracks communication with all students will be essential for ensuring that all students receive the same information, but perhaps in different formats.