El Helbawy, M., & bogatin, E. (2025, June), Advancing Engagement and Equity in Asynchronous Online Education  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57574

\bibitem{asee_peer_57574}
  El Helbawy, M., \& bogatin, E. (2025, June), \emph{Advancing Engagement and Equity in Asynchronous Online Education}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  https://peer.asee.org/57574

Mona El Helbawy and eric bogatin.  "Advancing Engagement and Equity in Asynchronous Online Education".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/57574 Internet.  19 Aug, 2025

\bibitem{asee_peer_57574}
  Mona El Helbawy and eric bogatin.
  "Advancing Engagement and Equity in Asynchronous Online Education".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/57574 Internet.  19 Aug, 2025

@INPROCEEDINGS{asee_peer_57574
author = "Mona El Helbawy and eric bogatin"
title = "Advancing Engagement and Equity in Asynchronous Online Education"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/57574}
}

TY  - CPAPER
AB  - This paper addresses the critical research questions aimed at advancing engagement and equity in fully asynchronous online degree programs, with a specific focus on facilitating career transitions for individuals from non-technical backgrounds. We conduct a thorough investigation into the effectiveness of the curriculum, innovative pedagogical methodologies, and assessment strategies specifically designed for online delivery, highlighting best practices that promote sustained student engagement and alignment with industry competencies.

Our study examines the unique challenges associated with asynchronous learning, such as student isolation and the necessity for self-directed motivation, while also evaluating the impact of synchronous office hours on student support and interaction. A key focus of this research is the integration of artificial intelligence (AI) teaching assistant tools, analyzing their capacity to enhance student learning and engagement through personalized assistance, immediate feedback, and interactive educational experiences.

We present case studies from the University of Colorado Boulder to illustrate the practical applications of our findings. These case studies demonstrate effective curriculum design, the implementation of AI tools, and strategies for fostering student support and community building.

Furthermore, we assess the long-term career trajectories of graduates, identifying existing skills gaps in the workforce and employer expectations to better prepare students for the evolving workforce. Equity and inclusion are integral to our analysis, as we explore systemic barriers to access and strategies for promoting diversity within the online learning environment. We also evaluate the influence of asynchronous learning on collaboration, communication, and networking opportunities among students.

Finally, we propose a comprehensive framework for program evaluation that incorporates continuous feedback from both students and employers, aimed at fostering a responsive and adaptive educational ecosystem. This research aspires to provide actionable insights for educators and policymakers, ultimately enhancing the effectiveness and accessibility of fully asynchronous online degree programs.
AU  - Mona El Helbawy
AU  - eric bogatin
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Advancing Engagement and Equity in Asynchronous Online Education
UR  - https://peer.asee.org/57574
ER  -