June 15, 2014
June 15, 2014
June 18, 2014
New Engineering Educators
24.719.1 - 24.719.17
Improving Student Engagement in Online CoursesDistance education is a learning model in which students and instructors are separated bylocation and/or time, and in which students may complete courses or programs without attendingscheduled classes in a specific location (E-learning). Distance learners are growing in numbersand universities capitalizing on this segment by expanding their course offerings. Since thedevelopment of distance learning is relatively new, institutes of higher learning are stilldiscovering that teaching methods implemented in traditional courses may not necessarilytranslate directing into the distance learning model. This paper will highlight a number of issuesconcerning distance learning for institutions of higher education and what teaching methods maybe implemented by professors to facilitate student engagement in distance learning.There are a number of teaching approaches that institutions of higher learning may implement inorder to engage distance learners in online course, one of which is the Engagement BasedLearning and Teaching (EBLT) approach. According to the Engagement Based Learning andTeaching (EBLT) approach there are two basic elements that provide an effective method ofestablishing a facilitation technique for more student engagement. These elements are pedagogyand preconditions which will be covered in detailed in this paper. The most critical disadvantageof online education is the lack of appropriate interactivity in the class discussion. This paperdiscusses various methods of improving students’ engagement in online course delivery withexamples at the implementing university. The Industrial Engineering Technology (IET) programat our university has been converted to an online program as other programs are also going to thesame direction. As we are switching to online course delivery, we are actively researching waysto foster critical thinking and maintain adequate real time communication and interaction withstudents. Our task is to design alternate course delivery that offers students a variety of learningstyles and preferences in interactive ways. We have implemented enforced sequential viewing oflecture videos and virtual class meetings in some of our courses as part of students’ engagementinitiative. We have found interesting and positive correlation of improved students learning. Thispaper will discuss the detail design of experiments and results of the implementations.
Sarder, M. B. (2014, June), Improving Student Engagement in Online Courses Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20611
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