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Running head: ENGAGEMENT INFORMATION SHEET 1

Engagement Information Sheet

Lisa Cantwell

Grand Canyon University: TEC-541

November 28, 2018


ENGAGEMENT INFORMATION SHEET 2

Part 1

In both a traditional classroom and an online classroom there are similarities as both need

to develop a learning environment that engages students. Creating an environment that fosters

learning and encourages participation can increase motivation and engagement. Both online and

traditional classrooms can use technology to enhance and engage students.

Nevertheless, there are differences when it comes to engagement within the two types of

classrooms. In the traditional class, students meet face-to-face with the teacher and fellow

students. Moving from teaching in a traditional classroom to an online classroom takes a change

in pedagogical delivery to keep students engaged (Stacey & Wiesenberg, 2007). In the

traditional classroom, the classroom is mostly teacher-centered, and students’ engagement can be

monitored, and assignments adjusted. In a traditional classroom, students have the opportunity

to interact with their classmates and teacher on a continuous basis. This helps create a sense of

community, which increases engagement.

However, in an online course, engaging students takes on an important role. Learning

needs to include student-centered activities to encourage engagement. Subsequently, it is very

important to foster interaction whether peer-to-peer or student-to-instructor in an online

environment to foster engagement (Martin & Bolliger, 2018). This can be done through online

discussions forums and collaborative activities. Developing a positive sense of community is

necessary for online students to feel supported (Butts, Heidorn, & Mosier, 2013). By developing

activities that allow students to collaborate and work together, such as blogs, group tasks, and

social networking builds a sense of community, which engages and motivates the learner (Martin

& Bolliger, 2018). Use of a variety of multimedia materials and allowing multiple opportunities
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for students to interact with each other should also be used to increase engagement in an online

course.
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Student Engagement Information Sheet

Importance of Social Presence and Community in Online


Learning
It is important to create opportunities for students to interact and build a
sense of community and connection within the class, which increases
student engagement and success (Martin & Bolliger, 2018). Learning
becomes more meaningful when students are able to interact within the
class (Martin & Bolliger, 2018). Students should feel part of the classroom,

accepted and safe when answering and responding to questions.


Tips to Keep Students Engaged
Teachers should provide opportunities for students to participate in
collaborative groups that give students an active role. This includes having
students create and give presentations and provide opportunities for hands
on engagement. This can include PowerPoint Presentations, Prezi, Video
stories and collaborative activities. Teachers should vary the discussions and
allow students to reflect. In addition, teachers should provide additional
resources to personalize learning (Dyer, Larson, Steele & Holbeck, 2015).
Acknowledging that each student has a different learning style and meeting
the needs of the students can also improve and increase student
engagement (Dyer et al., 2015).

Benefits of Online Collaborative Learning and Activities


The benefits of online collaborative learning and activities are that students
are engaged and have a higher satisfaction when they are able to participate
in collaborative activities (Stanley & Zhang, 2018). When students work
collaboratively together, they develop a sense of community within the class.
Students who interact in collaborative learning and activities are engaged
and motivated.

Benefits and Purpose of Online Discussion


Online discussions enhance student-to-student interaction. Online discussion
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personalizes the learning environment and encourages participation,


especially for those who may be less apt to in a traditional class (Dyer, Aroz,
& Larson, 2018). It also allows students to work at their own pace (Rice,
2012). When topics are relevant, student participation increases as well as
allowing students to express their ideas and reflect on their answers (Ng,
Cheung & Hew, 2009).

References

Butts, F., Heidorn, B., & Mosier, B. (2013). Comparing student engagement in online and face-

to-face instruction in health and physical education teacher preparation. Journal of

Education and Learning, 2(2), 8–13. Retrieved from https://lopes.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1078337&site=eds-live&scope=site

Dyer, T., Aroz, J., & Larson, E. (2018). Proximity in the online classroom: Engagement,

relationships, and personalization. Journal of Instructional Research, 7, 108–118.

Retrieved from https://lopes.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1188336&site=eds-live&scope=site

Dyer, T., Larson, E., Steele, J., & Holbeck, R. (2015). Integrating technology into the online

classroom through collaboration to increase student motivation. Journal of Instructional

Research, 4, 126–133. Retrieved from https://lopes.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1127739&site=eds-live&scope=site

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance

of engagement strategies in the online learning environment. Online Learning, 22(1),

205–222. Retrieved from https://lopes.idm.oclc.org/login?


ENGAGEMENT INFORMATION SHEET 6

url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1179659&site=eds-live&scope=site

Ng, C. S. L., Cheung, W. S., & Hew, K. F. (2009). Sustaining asynchronous online discussions:

Contributing factors and peer facilitation techniques. Journal of Educational Computing

Research, 41(4), 477–511. https://doi-org.lopes.idm.oclc.org/10.2190/EC.41.4.e

Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and

practices. Boston, MA: Pearson. ISBN-13: 9780132107617.

Stacey, E., & Wiesenberg. (2007). A Study of Face-to-Face and Online Teaching Philosophies in

Canada and Australia. Journal of Distance Education, 22(1), 19–40. Retrieved from

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ805067&site=eds-live&scope=site

Stanley, D., & Yi Zhang. (2018). Student-produced videos can enhance engagement and learning

in the online environment. Online Learning, 22(2), 5–26. https://doi-

org.lopes.idm.oclc.org/10.24059/olj.v22i2.1367

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