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Using interactive online pedagogical approaches to promote student engagement
Citation
Muir, T and Wang, I and Trimble, A and Mainsbridge, C and Douglas, T, Using interactive online pedagogical approaches to promote student engagement, Education Sciences, 12, (6) Article 415. ISSN 2227-7102 (2022) [Refereed Article]
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Copyright Statement
Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons 4.0 International (CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/).
DOI: doi:10.3390/educsci12060415
Abstract
The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along with creating increased access for students who had barriers for studying remotely before the impact of COVID-19. The study discussed in this paper examines the experiences of students studying at a regional Australian university that already offered online courses, and whose instructors were already using a diverse range of online delivery tools. Specifically, the study sought to investigate how instructors used interactive strategies to promote student engagement, and how the interaction between learner and content influences student engagement. With research showing that online students typically have higher attrition rates than their on-campus counterparts, engagement has been identified as an important factor in online learning. Online interaction in particular is considered to be instrumental in influencing student engagement and positively impacting student satisfaction, persistence, and academic performance. Data collected from interviews conducted with two different cohorts of students, studying two different courses (mathematics education and Chinese language) at the same university, demonstrated ways instructors utilised interactive online pedagogies to engage students with potentially challenging course content. The study has implications for online educators who are looking for ways to adapt their on-campus courses to online delivery, with a focus on engaging and maintaining online students’ interest and ongoing participation in their courses.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | online pedagogy, online instructor, online engagement, higher education, engagement, interactive strategies |
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | Curriculum and pedagogy not elsewhere classified |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Teacher and instructor development |
| UTAS Author: | Muir, T (Associate Professor Tracey Muir) |
| UTAS Author: | Wang, I (Dr Isabel Wang) |
| UTAS Author: | Trimble, A (Ms Allison Trimble) |
| UTAS Author: | Mainsbridge, C (Mr Casey Mainsbridge) |
| UTAS Author: | Douglas, T (Ms Tracy Douglas) |
| ID Code: | 151077 |
| Year Published: | 2022 |
| Web of Science® Times Cited: | 4 |
| Deposited By: | Education |
| Deposited On: | 2022-07-15 |
| Last Modified: | 2022-08-12 |
| Downloads: | 4 View Download Statistics |
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