Abstract

According to the CoI (Community of Inquiry) model, engagement in learning is the result of teaching presence (a well-designed and facilitated online course), social presence (interaction with course content and other students focused on learning), and cognitive presence (focused problem exploration and resolution). Maximizing these three presences can insure the interaction, active engagement, and student learning outcomes in online courses. Research on engagement suggests that when instructors use active learning strategies, such as case studies, simulations, and role playing, student engagement increases. Students who are engaged spend more time on learning rather than focusing on checking an assignment off their list of things to do.

The two important aspects of online engagement, active learning and immediate feedback, can enhance these three presences, which ultimately promote student engagement in the online learning environment.

Building engagement into online courses can be time consuming when instructors limit engagement to graded activities such as discussion boards. Additionally, time spent on grading limits the time they have for interacting on discussion boards.

Using interactive technology in online courses addresses students' personal preference and student-pedagogy, two essential parts of effective instruction. Reusable learning activities such as those created by Articulate Storyline, Adobe Captivate, Camtasia, or similar software can provide authentic learning experiences, immediate feedback, and personal preference using case studies and problem-based scenarios. Branched logic allows students to make their own decisions and see the results of those decisions. Built in feedback can provide clarification of misconceptions, which increases student engagement and learning success.

To engage our audience in this presentation, we will show an example of an interactive presentation and will utilize polling to generate discussion at the beginning of the presentation.

References:

Meyer, K. (2014). Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report, 40(6), 1-114.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2 (2-3), 87-105.

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education,19(3), 133-148.

Swan, K., Matthews, D., Bogle, L., Boles, E., & Day, S. (2012). Linking online course design and implementation to learning outcomes: A design experiment. Internet and Higher Education,15, 81-88. 

Objectives

• Recognize the factors affecting student engagement in the online environment
• Explain the benefits of authentic/active learning in online courses
• Identify the benefits of using Articulate Storyline in online courses;
• Give examples of the interactive activities users can create in Storyline

Presenters

Zhetao Guo, UAB Division of eLearning and Professional Studies
Zhetao is a Senior Instructional Design Specialist in the Division of eLearning and Professional Studies at UAB. She provides instructional design support for UAB faculty and staff developing academic and continuing education online courses. She also serves as a facilitator for the Applying the QM Rubric workshop.

Courtney Felton, UAB Division of eLearning and Professional Studies
Courtney is the Instructional Design Manager in the Division of eLearning and Professional Studies at UAB. She serves as a Facilitator for the Applying the QM Rubric workshop. She has a background in education and a master's degree from the University of South Alabama in Instructional Design and Development.