Professional Documents
Culture Documents
Lisa Cantwell
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
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
environment to foster engagement (Martin & Bolliger, 2018). This can be done through online
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
ENGAGEMENT INFORMATION SHEET 3
for students to interact with each other should also be used to increase engagement in an online
course.
ENGAGEMENT INFORMATION SHEET 4
References
Butts, F., Heidorn, B., & Mosier, B. (2013). Comparing student engagement in online and face-
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Dyer, T., Aroz, J., & Larson, E. (2018). Proximity in the online classroom: Engagement,
url=http://search.ebscohost.com/login.aspx?
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Dyer, T., Larson, E., Steele, J., & Holbeck, R. (2015). Integrating technology into the online
url=http://search.ebscohost.com/login.aspx?
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Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance
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:
Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and
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?
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Stanley, D., & Yi Zhang. (2018). Student-produced videos can enhance engagement and learning
org.lopes.idm.oclc.org/10.24059/olj.v22i2.1367