When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha

Bryan, Tara Kolar; Lutte, Rebecca K.; Lee, Joo‐Ho; O'Neil, Patrick D.; Maher, Craig; Hoflund, A. Bryce

doi:10.1080/15236803.2018.1429817

Cited by 23 publications

(18 citation statements)

References 17 publications

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“…While students need to strive to develop their knowledge and skills and manage their own learning process, the institution needs to provide and organize appropriate environments that facilitate student learning. In online courses, direct instructor-to-student interaction may not be the primary factor affecting student engagement (Bryan et al, 2018). Improving student-faculty interaction or studentinstitution interaction and diversification of student-student and student-instructor communication channels contribute to increasing student engagement (Dixson, 2010).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement

Ergün

Kurnaz

2019

Open Praxis

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The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.

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Section: Discussionmentioning

confidence: 99%

Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement

Ergün

Kurnaz

2019

Open Praxis

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“…Learning is a social process, and creating a meaningful, social presence in the online classroom is an ongoing challenge for learners and instructors. However, course designers can provide opportunities and incentives which promote authentic and meaningful social interaction among learners (Bryan et al, 2018). Discussion boards are the most obvious space for relationship-building among online students.…”

Section: Social Presencementioning

confidence: 99%

Strategies to Promote Meaningful Student Engagement in Online Settings

McKeithan

Rivera²,

Mann³

et al. 2021

JETS

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Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).

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“…Developing a successful online course is not easy and can take up to a year to complete. Research suggests that factors, such as lecture length, the location of information on the screen, synchronicity, and engagement practices all matter for educational outcomes (see Bryan et al, 2018; Crawford-Ferre and Wiest, 2012; Palloff and Pratt, 2007).…”

Section: Course Modalitymentioning

confidence: 99%

Teaching in uncertain times: The future of public administration education

McDonald

2020

Teaching Public Administration

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The outbreak of severe acute respiratory syndrome coronavirus (SARS-CoV-2), and its resulting coronavirus disease 19 , needs no introduction. Since the outbreak began in December 2019, governments and nonprofit organizations around the globe have rushed to contain the pandemic and to assist those who have been impacted (McDonald and Larson, 2020;Wu et al., 2020). As the world struggles to respond, within the field of public administration, journals such as Public Administration Review, Administrative Theory and Praxis, and Review of Public Personnel Administration have led the charge to engage researchers on projects that may assist or inform the work of our practitioner counterparts (see Deslatte et al., 2020;Kettl, 2020;Maher et al., 2020;. While the research has assisted in moving the recovery forward, one area that still needs attention is what the outbreak means for public administration education.We are currently in a state of uncertainty. The spring 2020 semester that shifted programs online has ended, but the planning for the 2020-2021 academic year is still underway. Despite the reopening of many economies, the anticipated second wave looms over the heads of students, faculty, and administrators alike. It is in this purgatory that two questions of pedagogy come to mind: What does the pandemic mean for the state of online education in public administration. What does it mean for how we train students going forward? It is these two questions that I would like to address in this article. Course modalityOnline education is controversial. There are long-standing concerns within public administration, and the academy more generally, about the quality of education students

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When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha

Cited by 23 publications

References 17 publications

Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement

Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement

Strategies to Promote Meaningful Student Engagement in Online Settings

Teaching in uncertain times: The future of public administration education

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