Increasing Student Engagement in Online Educational Leadership Courses

12 Pages·2017·0.29 MB·English

INCREASING STUDENT ENGAGEMENT IN ONLINE
EDUCATIONAL LEADERSHIP COURSES
Mark E. Deschaine, Central Michigan University
David E. Whale, Central Michigan University
ABSTRACT
Utilization of online instruction continues to increase at universities, placing more emphasis on the
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nontraditional student engagement in online courses. The goals of the study are to enhance student focus,
attention and interaction. Findings suggest that interactivity seems to be a key in keeping students involved
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engaging students is worthwhile and results in greater course satisfaction and academic effort.
Keywords: graduate students, online learning, student engagement
THE CHALLENGE OF INCREASING STUDENT The stakes are higher than ever due to the
ENGAGEMENT IN ONLINE EDUCATIONAL LEADERSHIP expanding growth of online programming at the
COURSES
university level. Therefore, engaging adult graduate
Increasing student engagement in educational students in an online learning environment is an
settings has become a priority for university important area of inquiry as there is relatively little
instructors, because “student disengagement in data about the level of engagement of adult graduate
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& Haywood, 2014, p. 1) and when students are & Guglielmetti, 2011). Additionally, increasing
disengaged, they do not attend to the course student engagement has been demonstrated to be
the way they should. This topic has received a factor in reducing student attrition (Kizilcec &
considerable attention with the advent of online Halawa, 2015), which is germane to this discussion
learning opportunities for working adult graduate
due to the high attrition rate for students enrolled in
students. It is important to recognize that, overall,
online programs (Boton & Gregory, 2015).
engaged students are better students, who are
PURPOSE OF THIS INVESTIGATION
able to attend to important instructional events
While considering the complexity of
(Zepke & Leach, 2010). They are more actively
involved with the content and the coursework and online delivery systems is novel and worthy of
they consequently earn higher grades and score consideration, the authors believe the practical
higher on standardized tests (Finn & Rock, 1997; information they bring to the theoretical discussion
Newmann, Wehlage, & Lamborn, 1992; Pintrich of adult student engagement is worth pursuing. The
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information on student engagement in programs, in helping others in similar situations identify
student disengagement continues to be an issue areas of importance as they move forward in their
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this is especially pertinent when exploring online the programs offered by our department are for
educational programs as some researchers believe adult graduate students who have full-time jobs.
online technologies might actually be a distraction Combined, we have over 30 years of experience
to students (Vazquez & Chiang, 2016). teaching graduate students in face-to-face, hybrid
JOURNAL OF EDUCATORS ONLINE
or online formats. We have taught thousands of potential for future application and learning
graduate students within hundreds of courses across transfer.
the world. We have obtained important feedback
2. Participatory: Engaging learning is more than
from anecdotal experiences, e-mails from students,
just a presentation of information. Students
comments made in class, end-of-course evaluations
are active participants in the learning process
and exit interviews conducted prior to students’
interacting with the content, each other and
completion of the program. These form the basis
their instructor, involved in conversations
for the authors’ insights and recommendations.
and decisions related to their learning.
BACKGROUND LITERATURE ON STUDENT
3. Collaborative: Instructional strategies
ENGAGEMENT
that promote engagement often leverage
collaborative activities in which students
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For the purposes of this article, we have used work together to solve problems, practice new
skills and create products that demonstrate
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student engagement: “Student engagement refers to their learning.
the degree of attention, curiosity, interest, optimism 4. Challenging: Students are more likely
and passion that students show when they are to engage with learning activities when
learning or being taught, which extends to the level working toward a challenging, but reasonably
of motivation they have to learn and progress in their achievable goal.
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Venable (2012, para. 6) continues by saying
and measured in various ways due to the lack “of
that engaging learning activities provide:
a broad conceptual framework for understanding
how students are engaged at the classroom level 5. (cid:54)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:73)(cid:72)(cid:72)(cid:71)(cid:69)(cid:68)(cid:70)(cid:78)(cid:17)(cid:3)(cid:54)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:86)(cid:75)(cid:82)(cid:88)(cid:79)(cid:71)(cid:3)(cid:85)(cid:72)(cid:70)(cid:72)(cid:76)(cid:89)(cid:72)(cid:3)
and the ways in which teachers may play an active feedback that extends beyond “correct/
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were correct or incorrect and suggestions for
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further improvement.
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attempts have been made to measure student 6. A friendly climate. Student engagement often
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usually focusing on two or three components: the learning environment. The culture of this
behavioral, affective or cognitive (Appleton, environment should foster a safe classroom
Christenson, & Furlong, 2008). Appleton, in which questions and input are encouraged
Christenson and Furlong (2008) caution that even and not subject to inappropriate criticism.
with increased researcher and practitioner interest
7. Connections. Opportunities should be
in student engagement, more research needs to
present for online students to connect with
be done to develop terms and conceptualizations
each other and their instructors as members
that provide consensus around these areas: “The
of a learning community. Students that feel
theoretical and research literatures on engagement
like they are part of the group and know each
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other may be more likely to engage in class
and contain substantial variations in how
activities in a meaningful way.
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Why is Student Engagement Important?
370).
We know that active learning classrooms
Venable illustrates valuable guidelines that
that promote student engagement within the
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instructional process lead to a positive change
activities it can provide. According to Venable
in student behavior (Reeve, 2012). When
(2012, para. 5), engaging learning is:
students are actively engaged, they “transition
1. Relevant: The learner understands how the from being mere recipients of information to
topic and materials are important and related being participants actively engaged with new
to their academic program, as well as the (cid:76)(cid:81)(cid:73)(cid:82)(cid:85)(cid:80)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:76)(cid:81)(cid:3)(cid:68)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:72)(cid:81)(cid:89)(cid:76)(cid:85)(cid:82)(cid:81)(cid:80)(cid:72)(cid:81)(cid:87)(cid:180)(cid:3)(cid:11)(cid:38)(cid:82)(cid:68)(cid:86)(cid:87)(cid:68)(cid:79)(cid:3)
JOURNAL OF EDUCATORS ONLINE
Carolina Community College, n. d., para. 1). and support students from diverse backgrounds
Not only is there a change in student behavior, increases engagement in higher education.
there also might be a change in the students’
Changing Demographic Landscape in Online
attitude towards education. “Research shows that
Adult Education
engaged students experience greater satisfaction
The makeup of the student demographic has
with school experiences, which may in turn
seen an increase in a higher number of students
lead to greater school completion and student
with disabilities (Sears, Strauser, & Wong, 2014),
attendance rates, as well as lower incidences
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Fryberg, Markus, Johnson, & Covarrubias, 2012)
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and a greater emphasis on international students
has gotten to the point where it will remain an
matriculating to institutions (Ward, Jacobs, &
alternative for college students and we need to do
Thompson, 2015). Class work competes with a
a good job of programming it for these students.
compounding number of other concerns in adult
“Therefore, it is imperative that we learn what
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engages students in order to offer effective online
as a strong predisposition to spend time utilizing
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(cid:86)(cid:82)(cid:70)(cid:76)(cid:68)(cid:79)(cid:3) (cid:80)(cid:72)(cid:71)(cid:76)(cid:68)(cid:3) (cid:11)(cid:46)(cid:76)(cid:87)(cid:86)(cid:68)(cid:81)(cid:87)(cid:68)(cid:86)(cid:15)(cid:3) (cid:39)(cid:68)(cid:69)(cid:69)(cid:68)(cid:74)(cid:75)(cid:15)(cid:3) (cid:38)(cid:75)(cid:76)(cid:85)(cid:76)(cid:81)(cid:82)(cid:86)(cid:15)(cid:3)
Briggs, Sullivan and Towler (2005) have made the
& Fake, 2016), dealing with increasing family
point that student engagement is considered to be
responsibilities (Markle, Yeatts, Seward, &
an important predictor of student achievement;
(cid:54)(cid:83)(cid:72)(cid:81)(cid:70)(cid:72)(cid:85)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:25)(cid:12)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:80)(cid:72)(cid:72)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:191)(cid:81)(cid:68)(cid:81)(cid:70)(cid:76)(cid:68)(cid:79)(cid:3)(cid:81)(cid:72)(cid:72)(cid:71)(cid:3)(cid:87)(cid:75)(cid:85)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)
yet, prior to their work, little had been done to
employment (McKenzie & Schweitzer, 2001).
develop an instrument to assess college student
(cid:39)(cid:88)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3)(cid:68)(cid:79)(cid:79)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3)(cid:70)(cid:82)(cid:80)(cid:83)(cid:72)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:76)(cid:86)(cid:86)(cid:88)(cid:72)(cid:86)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:68)(cid:81)(cid:3)(cid:68)(cid:71)(cid:88)(cid:79)(cid:87)(cid:3)
engagement in their courses. “Knowing about
graduate student’s time and focus, establishing a
students’ level of engagement might be useful when
(cid:86)(cid:88)(cid:83)(cid:83)(cid:82)(cid:85)(cid:87)(cid:76)(cid:89)(cid:72)(cid:15)(cid:3)(cid:192)(cid:72)(cid:91)(cid:76)(cid:69)(cid:79)(cid:72)(cid:15)(cid:3)(cid:92)(cid:72)(cid:87)(cid:3)(cid:85)(cid:76)(cid:74)(cid:82)(cid:85)(cid:82)(cid:88)(cid:86)(cid:3)(cid:86)(cid:72)(cid:87)(cid:3)(cid:82)(cid:73)(cid:3)(cid:72)(cid:91)(cid:83)(cid:72)(cid:70)(cid:87)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)
teachers work with individual students and design
(cid:73)(cid:82)(cid:85)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:72)(cid:81)(cid:74)(cid:68)(cid:74)(cid:72)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:86)(cid:3)(cid:72)(cid:89)(cid:72)(cid:85)(cid:92)(cid:82)(cid:81)(cid:72)(cid:3)(cid:76)(cid:81)(cid:89)(cid:82)(cid:79)(cid:89)(cid:72)(cid:71)(cid:17)(cid:3)
(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:85)(cid:82)(cid:82)(cid:80)(cid:3) (cid:72)(cid:91)(cid:83)(cid:72)(cid:85)(cid:76)(cid:72)(cid:81)(cid:70)(cid:72)(cid:86)(cid:180)(cid:3) (cid:11)(cid:43)(cid:68)(cid:81)(cid:71)(cid:72)(cid:79)(cid:86)(cid:80)(cid:68)(cid:81)(cid:15)(cid:3) (cid:37)(cid:85)(cid:76)(cid:74)(cid:74)(cid:86)(cid:15)(cid:3)
From the beginning of our program, our students
Sullivan and Towler, 2005, p. 184). Kuh (2003)
recognize that our program requires effort to
cautions that there is much more that needs to be
complete the courses, yet they also are provided
learned about student engagement and educational
student engagement supports by our program staff,
effectiveness. Although there is a large body of
as well as university supports through the Writing
research over the past 30 years related to faculty-
Center, the Mathematics Center, Technology
student interactions (Cotton & Wilson, 2006), this
Support, the Library and through academic
information needs to be further examined from the
achievement supports. Combined, these allow
point of view of online learning, especially since
students to focus on their studies without having to
the traditional site- based university is changing.
worry about the logistics of their program.
Students no longer just come to campus and focus
primarily upon their studies, while simultaneously Academic Impact on Student Engagement
enjoying the supplementary social activities offered Today’s higher education environment places
outside of their instructional program. a stronger focus on ever-expanding curricular
Zepke and Leach (2010) conducted a search content combined with increased academic
of academic databases, trying to identify areas rigor (Arum & Roksa, 2011; Barnes & Slate,
that encouraged student engagement in higher 2013; Campbell & Cabrera, 2014). Students in
education. These include students’ self- beliefs of our program are being held to higher academic
being able to achieve their own learning objectives (cid:86)(cid:87)(cid:68)(cid:81)(cid:71)(cid:68)(cid:85)(cid:71)(cid:86)(cid:3) (cid:71)(cid:88)(cid:72)(cid:3) (cid:87)(cid:82)(cid:3) (cid:86)(cid:87)(cid:68)(cid:87)(cid:72)(cid:3) (cid:70)(cid:72)(cid:85)(cid:87)(cid:76)(cid:191)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3) (cid:68)(cid:86)(cid:3) (cid:90)(cid:72)(cid:79)(cid:79)(cid:3) (cid:68)(cid:86)(cid:3)
and their ability to work autonomously. They also national program accreditation changes, which
found that recognizing both teaching and learning puts greater emphasis on increased student
as necessary parts of student engagement, as are academic achievement. Student engagement plays
engaging in collaborative learning experiences a vital role in the success of students academically
that foster relationships and stretch the students and longitudinally (National Research Council
academically. Finally, allowing students to be and Institute of Medicine, 2004). McCormick
involved in academic environments that value and BrckaLorenz (2015) found that students were
JOURNAL OF EDUCATORS ONLINE
concerned about teaching and learning factors as instructional needs of the students. We believe that
well as instrumental factors and that the level of our emphasis on student contact via technology
concern varied by age, race, gender and academic increases and improves our relationships with
major. Rabourn, Shoup and BrckaLorenz (2015) our students and this is seen in increased student
looked at adult learners and found that they were engagement with their peers and coursework.
more likely to enroll part- time and take all of
METHODOLOGY OF THIS INVESTIGATION
their classes online. These adults were also more
This introspective case study will explore the
engaged academically, found the campus to be
topic of adult student engagement in online settings
less supportive of their needs and interacted less
from a theoretical and practical perspective. The
with faculty and peers when compared to their
authors’ students are graduate student adult learners
traditionally aged peers. Even with this supportive
who generally are currently serving as classroom
and important information, there is little known
teachers during the day while simultaneously
about the relationship that exists between teacher
enrolled in an online master’s degree program in
clarity and student achievement (BrckaLorenz,
educational leadership at a large regional university
Cole, Kinzie, & Ribera, 2011).
that conduct synchronous sessions in the evening
Technology Impact on Student Engagement
or on the weekend. The introspective considerations
College students have increased access to
and investigations presented here are post hoc and
technologies and more of them are opting out of
all insights contained are somewhat subjective.
traditionally formatted classes for hybrid or fully
However, we believe that the mark of a true
online courses (Chen, Lambert, & Guidry, 2010).
professional is to take feedback and apply it directly
The reliance upon technology might mean that
for continuous improvement. What you have here
students are participating in purely online courses,
(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:86)(cid:3) (cid:68)(cid:3) (cid:83)(cid:82)(cid:85)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3) (cid:82)(cid:73)(cid:3) (cid:82)(cid:88)(cid:85)(cid:3) (cid:77)(cid:82)(cid:88)(cid:85)(cid:81)(cid:72)(cid:92)(cid:86)(cid:3) (cid:73)(cid:82)(cid:85)(cid:3) (cid:76)(cid:81)(cid:70)(cid:85)(cid:72)(cid:68)(cid:86)(cid:72)(cid:71)(cid:3)
(cid:69)(cid:79)(cid:72)(cid:81)(cid:71)(cid:72)(cid:71)(cid:16)(cid:73)(cid:82)(cid:85)(cid:80)(cid:68)(cid:87)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:86)(cid:3)(cid:82)(cid:85)(cid:3)(cid:89)(cid:76)(cid:68)(cid:3)(cid:192)(cid:76)(cid:83)(cid:83)(cid:72)(cid:71)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)
andragogical competence and effectiveness
utilizing digital media outside of class. According
(cid:87)(cid:75)(cid:85)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)(cid:86)(cid:72)(cid:79)(cid:73)(cid:16)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:17)(cid:3)(cid:36)(cid:79)(cid:87)(cid:75)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:70)(cid:68)(cid:86)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:92)(cid:3)
(cid:87)(cid:82)(cid:3)(cid:37)(cid:72)(cid:85)(cid:74)(cid:80)(cid:68)(cid:81)(cid:81)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:54)(cid:68)(cid:80)(cid:86)(cid:3)(cid:11)(cid:21)(cid:19)(cid:20)(cid:21)(cid:12)(cid:15)(cid:3)(cid:192)(cid:76)(cid:83)(cid:83)(cid:72)(cid:71)(cid:3)(cid:87)(cid:72)(cid:68)(cid:70)(cid:75)(cid:76)(cid:81)(cid:74)(cid:3)
methodology employed here does not lend itself
is a type of blended learning that utilizes Internet
to a tight empirical investigation, we believe the
technology to allow instructors to have more time
insights we have gained and shared provide content
interacting with students, thus reducing the reliance
that might be useful for other professionals as they
on lectures. It is common practice to replace in-class
formulate their own programs for graduate students
(cid:79)(cid:72)(cid:70)(cid:87)(cid:88)(cid:85)(cid:72)(cid:86)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:68)(cid:88)(cid:71)(cid:76)(cid:82)(cid:3)(cid:82)(cid:85)(cid:3)(cid:89)(cid:76)(cid:71)(cid:72)(cid:82)(cid:3)(cid:191)(cid:79)(cid:72)(cid:86)(cid:15)(cid:3)(cid:85)(cid:72)(cid:68)(cid:71)(cid:76)(cid:81)(cid:74)(cid:86)(cid:3)
utilizing online instructional delivery formats.
from text, notes or inquiry-based activities using
Our experience is with adult learners in a graduate
(cid:82)(cid:73)(cid:192)(cid:76)(cid:81)(cid:72)(cid:3)(cid:85)(cid:72)(cid:86)(cid:82)(cid:88)(cid:85)(cid:70)(cid:72)(cid:86)(cid:3)(cid:11)(cid:58)(cid:76)(cid:79)(cid:79)(cid:72)(cid:92)(cid:3)(cid:9)(cid:3)(cid:42)(cid:68)(cid:85)(cid:71)(cid:81)(cid:72)(cid:85)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3)
program in educational leadership, primarily
technological interventions often require students
through an online instructional delivery system. The
to not only learn the content but understand the
students enrolled in our courses come largely from
associated learning technologies that might take
the Midwest, with students from also from around
cognitive precedence over curricular need. The
majority of the students in our program never have the country as well as the world. Information for
the chance to meet their instructors until they attend this work was collected through informal formative
graduation. The majority of our programs have our assessment though online surveys administered
student meet virtually during weekly synchronous during courses and through feedback from
settings, with asynchronous activities embedded discussion board responses constructed during the
within the course. The professors in our department course. Finally, feedback from summative, end-of-
(cid:85)(cid:72)(cid:70)(cid:82)(cid:74)(cid:81)(cid:76)(cid:93)(cid:72)(cid:3) (cid:87)(cid:75)(cid:72)(cid:3) (cid:76)(cid:80)(cid:83)(cid:68)(cid:70)(cid:87)(cid:3) (cid:87)(cid:75)(cid:68)(cid:87)(cid:3) (cid:87)(cid:75)(cid:76)(cid:86)(cid:3) (cid:179)(cid:76)(cid:80)(cid:83)(cid:72)(cid:85)(cid:86)(cid:82)(cid:81)(cid:68)(cid:79)(cid:180)(cid:3) program exit interviews with program graduates
relationship might have on student achievement provided a great deal of information.
as well as student engagement. We minimize the We have found that professors who purposely
impact of the lack of face-to-face contact by being and intentionally involve adult students in the
readily available to our students via phone, e-mail, learning process enhance student satisfaction and
Blackboard or audio/video conferencing. It is not (cid:68)(cid:70)(cid:75)(cid:76)(cid:72)(cid:89)(cid:72)(cid:80)(cid:72)(cid:81)(cid:87)(cid:17)(cid:3) (cid:58)(cid:72)(cid:3) (cid:75)(cid:68)(cid:89)(cid:72)(cid:3) (cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3) (cid:86)(cid:72)(cid:89)(cid:72)(cid:85)(cid:68)(cid:79)(cid:3) (cid:73)(cid:68)(cid:70)(cid:87)(cid:82)(cid:85)(cid:86)(cid:3)
uncommon for faculty to have to schedule 3:00 am related to student engagement that became apparent
conference calls with students overseas to meet the (cid:87)(cid:75)(cid:85)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:191)(cid:81)(cid:68)(cid:79)(cid:3)(cid:73)(cid:82)(cid:85)(cid:80)(cid:68)(cid:79)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:3)(cid:72)(cid:89)(cid:68)(cid:79)(cid:88)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:69)(cid:82)(cid:87)(cid:75)(cid:3)
JOURNAL OF EDUCATORS ONLINE
faculty members and through discussions that took Learning Management Systems
place with our students during online courses. Our university selected the learning
FINDINGS management system utilized in all of our online
courses and it tends to work for the majority
Inconsistent Technological Capabilities
of students. However, for some, especially in
A major theme running throughout all of the
countries with limited bandwidth capabilities
information assembled relates to the impact that
or in areas of unreliable internet connectivity,
technology has on adult student engagement in
the standard system is an impediment to robust
online settings. For most students, the integration
student engagement. When students interact
of online learning and technology in their program
synchronously with embedded audio or video,
is still not reliable. Students from all over the world
we have had to rely upon other formats to get
take classes online in our program and they connect
(cid:82)(cid:88)(cid:85)(cid:3)(cid:68)(cid:71)(cid:88)(cid:79)(cid:87)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:72)(cid:81)(cid:74)(cid:68)(cid:74)(cid:72)(cid:71)(cid:3)(cid:179)(cid:76)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:80)(cid:82)(cid:80)(cid:72)(cid:81)(cid:87)(cid:180)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)
to the course content using all types of equipment
their peers or their instructional content. We have
and software applications. While universities can
resorted to having students provide prerecorded
mandate certain minimum thresholds in terms of
audio or video responses to classroom instruction
connectivity, software and hardware, these can be
when the students are not able to participate in
hard to enforce. In order to be admitted into our
(cid:85)(cid:72)(cid:68)(cid:79)(cid:3)(cid:87)(cid:76)(cid:80)(cid:72)(cid:17)(cid:3)(cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:179)(cid:90)(cid:82)(cid:85)(cid:78)(cid:16)(cid:68)(cid:85)(cid:82)(cid:88)(cid:81)(cid:71)(cid:180)(cid:3)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:92)(cid:3)(cid:83)(cid:85)(cid:82)(cid:89)(cid:76)(cid:71)(cid:72)(cid:86)(cid:3)
program, students commit to having an up-to-date
students the opportunity to offer their perspectives
technology system, one that is robust enough to
asynchronously and it allows them to have their
meet the rigors of media-rich educational content.
perspectives heard and acknowledged. Since all
Our students are expected to have software that
of our online programs have a synchronous and
can access and produce text as well as multimedia
asynchronous component that relies heavily upon
content. Technologically, these issues are often
a fully functioning learning management system,
subject to what the student can afford. Our adult
when unforeseen issues arise, the impact on the
graduate students often are working professionals
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early in their career. Some take two jobs to help
alternative means for students to be actively
pay for their courses while still meeting the needs
engaged in the synchronous instruction usually
of their families. Consequently, we have had to
(cid:85)(cid:72)(cid:86)(cid:88)(cid:79)(cid:87)(cid:86)(cid:3) (cid:76)(cid:81)(cid:3) (cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3) (cid:179)(cid:83)(cid:68)(cid:85)(cid:87)(cid:76)(cid:70)(cid:76)(cid:83)(cid:68)(cid:87)(cid:76)(cid:81)(cid:74)(cid:180)(cid:3) (cid:68)(cid:86)(cid:92)(cid:81)(cid:70)(cid:75)(cid:85)(cid:82)(cid:81)(cid:82)(cid:88)(cid:86)(cid:79)(cid:92)(cid:15)(cid:3)
identify and implement many creative solutions to
often through independent projects where they
help insure that students have ways to stay engaged
provide their insights after listening to a recording
synchronously throughout the course when
of the session. Although this is not instructionally
unexpected occurrences happen.
optimal, students have relayed to us that they
Synchronous audio and video streaming can be
appreciate the efforts that we make to assist them
a valuable tool, but connection speeds vary, often
in staying instructionally active during trying
dramatically impeding instructional effectiveness
technological issues.
when technological messes occur. One disadvantage
(cid:87)(cid:75)(cid:68)(cid:87)(cid:3) (cid:86)(cid:82)(cid:80)(cid:72)(cid:3) (cid:179)(cid:79)(cid:76)(cid:89)(cid:72)(cid:3) (cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:85)(cid:82)(cid:82)(cid:80)(cid:180)(cid:3) (cid:68)(cid:83)(cid:83)(cid:79)(cid:76)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3) (cid:75)(cid:68)(cid:89)(cid:72)(cid:3) (cid:76)(cid:86)(cid:3) Providing Content from a Variety of Perspectives
(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:88)(cid:83)(cid:79)(cid:82)(cid:68)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:88)(cid:71)(cid:76)(cid:82)(cid:3)(cid:82)(cid:85)(cid:3)(cid:89)(cid:76)(cid:71)(cid:72)(cid:82)(cid:3)(cid:191)(cid:79)(cid:72)(cid:86)(cid:3)(cid:82)(cid:73)(cid:87)(cid:72)(cid:81)(cid:3)(cid:82)(cid:70)(cid:70)(cid:88)(cid:85)(cid:86)(cid:3) The ability of students to provide their
at different transmission speeds. This has the worldview of what is currently transpiring in their
potential to leave the instructor with a hodgepodge professional lives (in literally every corner of the
of student work delivery times and this limits her world) provides a robust and enhanced perspective
or his ability to engage students synchronously in to the andragogical issues being dealt with in the
a coherent fashion. When the planned audio/video course curriculum. We have been able to move
technology does not work, we have had to resort to away from a state- or regional-centric perspective
text-based alternatives for delivering student work (which tends to be constrained by homogenous
(cid:86)(cid:88)(cid:70)(cid:75)(cid:3)(cid:68)(cid:86)(cid:3)(cid:42)(cid:82)(cid:82)(cid:74)(cid:79)(cid:72)(cid:3)(cid:39)(cid:82)(cid:70)(cid:86)(cid:15)(cid:3)(cid:71)(cid:76)(cid:86)(cid:70)(cid:88)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3)(cid:69)(cid:82)(cid:68)(cid:85)(cid:71)(cid:86)(cid:3)(cid:72)(cid:80)(cid:69)(cid:72)(cid:71)(cid:71)(cid:72)(cid:71)(cid:3) (cid:72)(cid:91)(cid:83)(cid:72)(cid:85)(cid:76)(cid:72)(cid:81)(cid:70)(cid:72)(cid:86)(cid:3) (cid:71)(cid:88)(cid:72)(cid:3) (cid:87)(cid:82)(cid:3) (cid:79)(cid:72)(cid:74)(cid:76)(cid:86)(cid:79)(cid:68)(cid:87)(cid:76)(cid:89)(cid:72)(cid:15)(cid:3) (cid:191)(cid:86)(cid:70)(cid:68)(cid:79)(cid:3) (cid:68)(cid:81)(cid:71)(cid:3) (cid:83)(cid:82)(cid:79)(cid:76)(cid:70)(cid:92)(cid:3)
within the university’s learning management similarities) to a more expansive view of the
system or blogs for the students to be able to get content and topics offered in class. We believe that
their perspectives across to their peers during making content more applicable to the lives of the
instructional sessions. adult students greatly enhances the opportunity for
JOURNAL OF EDUCATORS ONLINE
student engagement during instruction and when Routine, as well as extreme, home-based
assignments are completed. situations can make participation in synchronous
Our students normally take online classes after (cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3) (cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3) (cid:86)(cid:72)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3) (cid:80)(cid:82)(cid:85)(cid:72)(cid:3) (cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:15)(cid:3) (cid:81)(cid:82)(cid:87)(cid:3)
a long day of work, with a typical synchronous just for the students in the immediate frenetic
session of 90 minutes in the evening. The impact of environment, but also for other students and the
working all day, taking care of home issues, meeting instructor that coexist in the online classroom
family obligations and often dealing with young milieu. With our course requirements for weekly
children, adds stress on the instructional setting. synchronous classes, family life often gets in
If this is left unaddressed, it has the potential for (cid:87)(cid:75)(cid:72)(cid:3)(cid:90)(cid:68)(cid:92)(cid:17)(cid:3)(cid:39)(cid:88)(cid:85)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:76)(cid:80)(cid:72)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:70)(cid:82)(cid:80)(cid:80)(cid:82)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3)
minimizing student engagement, not just with the students have the option to mute their microphones,
instructional session but with the program as a yet they are still able to respond to instructional
whole. We recognize this fact and take the time to content synchronously thorough the use of chat
reach out and understand the family, work, social, rooms, whiteboards, discussion boards or ancillary
medical and educational issues that occur in the (cid:83)(cid:85)(cid:82)(cid:74)(cid:85)(cid:68)(cid:80)(cid:86)(cid:3)(cid:79)(cid:76)(cid:78)(cid:72)(cid:3)(cid:42)(cid:82)(cid:82)(cid:74)(cid:79)(cid:72)(cid:3)(cid:39)(cid:82)(cid:70)(cid:86)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)(cid:58)(cid:72)(cid:69)(cid:3)(cid:21)(cid:17)(cid:19)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)
lives of our students. We take a great deal of time tools and learning management systems have the
supporting students and thus their engagement, by (cid:192)(cid:72)(cid:91)(cid:76)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:92)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:70)(cid:68)(cid:83)(cid:68)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:82)(cid:73)(cid:73)(cid:72)(cid:85)(cid:3)(cid:68)(cid:71)(cid:88)(cid:79)(cid:87)(cid:3)(cid:74)(cid:85)(cid:68)(cid:71)(cid:88)(cid:68)(cid:87)(cid:72)(cid:3)
providing the support typically given by a mentor. students attending school online increased
Instructionally, we attempt to address the students’ opportunity for engagement, even when their
needs to increase engagement by restructuring both immediate situations might warrant distraction or
instructional format and delivery and we consider even inattention.
additional or alternative ways for adult graduate
Continued Addition of Newer Technological
students to demonstrate course competency to
Capabilities
get credit for engaged time apart from the time
There are many technological supports and
designated for synchronous activities. The learning
interventions that exist, which, if we attempted to
management system utilized by our university has
chronicle, would take up volumes in a professional
a feature that allows instructors to establish and
journal. Educators interested in increasing student
keep running text in chat windows during the entire
engagement have the technological world available
length of the course. This provides students the
to them, with newer tools being developed daily.
opportunity to meet online at predetermined times
We continue to be amazed and in awe of the
with their peers to work cooperatively on assigned
capabilities that currently exist; yet, we realize that
projects or to meet with their instructor for “online
these capabilities will continue to expand and grow
(cid:82)(cid:73)(cid:191)(cid:70)(cid:72)(cid:3)(cid:75)(cid:82)(cid:88)(cid:85)(cid:86)(cid:180)(cid:3)(cid:87)(cid:82)(cid:3)(cid:71)(cid:76)(cid:86)(cid:70)(cid:88)(cid:86)(cid:86)(cid:3)(cid:76)(cid:86)(cid:86)(cid:88)(cid:72)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:76)(cid:81)(cid:87)(cid:72)(cid:85)(cid:72)(cid:86)(cid:87)(cid:3)(cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)
as appropriate learning tools are developed then
parties involved. Providing the freedom from the
integrated within learning management systems
traditional perspective on physical, synchronous
or become available as stand-alone programs and
(cid:80)(cid:72)(cid:72)(cid:87)(cid:76)(cid:81)(cid:74)(cid:86)(cid:3)(cid:75)(cid:68)(cid:86)(cid:3)(cid:83)(cid:85)(cid:82)(cid:89)(cid:76)(cid:71)(cid:72)(cid:71)(cid:3)(cid:87)(cid:85)(cid:72)(cid:80)(cid:72)(cid:81)(cid:71)(cid:82)(cid:88)(cid:86)(cid:3)(cid:192)(cid:72)(cid:91)(cid:76)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:92)(cid:3)(cid:76)(cid:81)(cid:3)
applications. According to Robinson and Hullinger
both course content acquisition and discussion by
(2008), developments in online learning are ever
allowing our adult graduate students to have access
changing yet here to stay. With that in mind, we
to content when they are cognitively, technically,
(cid:70)(cid:82)(cid:81)(cid:87)(cid:76)(cid:81)(cid:88)(cid:72)(cid:3) (cid:87)(cid:82)(cid:3) (cid:69)(cid:72)(cid:3) (cid:85)(cid:72)(cid:86)(cid:83)(cid:82)(cid:81)(cid:86)(cid:76)(cid:89)(cid:72)(cid:3) (cid:68)(cid:81)(cid:71)(cid:3) (cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:89)(cid:72)(cid:3) (cid:68)(cid:86)(cid:3) (cid:90)(cid:72)(cid:3)
logistically, physically or socially able to attend to
integrate Web 2.0 tools into our online learning
the course materials.
environment and expect that we will need to continue
Distractions in the Students’ Environments to do so as long as we remain in education. We are
In our online environments, most of our adult always looking for technological capabilities that
students are participating from home, with many are scalable and provide capabilities for enhanced
attendant distractions seldom found in face-to-face student engagement during individual courses
(cid:72)(cid:81)(cid:89)(cid:76)(cid:85)(cid:82)(cid:81)(cid:80)(cid:72)(cid:81)(cid:87)(cid:86)(cid:17)(cid:3)(cid:39)(cid:88)(cid:85)(cid:76)(cid:81)(cid:74)(cid:3)(cid:86)(cid:92)(cid:81)(cid:70)(cid:75)(cid:85)(cid:82)(cid:81)(cid:82)(cid:88)(cid:86)(cid:3)(cid:68)(cid:70)(cid:87)(cid:76)(cid:89)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:90)(cid:72)(cid:3) as well as during a student’s time within our
have heard children crying, dogs barking, family program. We continue to search for ways to keep
arguments, television and music and even roosters our graduates engaged as alumni because once
crowing. In one notable instance, a student was credentialed, our graduates provide a potential
concerned that her apartment was being broken (cid:85)(cid:72)(cid:86)(cid:82)(cid:88)(cid:85)(cid:70)(cid:72)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:191)(cid:72)(cid:79)(cid:71)(cid:3)(cid:90)(cid:82)(cid:85)(cid:78)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:82)(cid:88)(cid:85)(cid:3)(cid:80)(cid:82)(cid:86)(cid:87)(cid:3)(cid:85)(cid:72)(cid:70)(cid:72)(cid:81)(cid:87)(cid:3)(cid:86)(cid:72)(cid:87)(cid:3)(cid:82)(cid:73)(cid:3)
into during the class session. students enrolled in our program.
JOURNAL OF EDUCATORS ONLINE
Any increased technological functionality that (cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3) (cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3) (cid:81)(cid:72)(cid:72)(cid:71)(cid:3) (cid:76)(cid:81)(cid:3) (cid:68)(cid:3) (cid:87)(cid:82)(cid:87)(cid:68)(cid:79)(cid:79)(cid:92)(cid:3) (cid:71)(cid:76)(cid:73)(cid:73)(cid:72)(cid:85)(cid:72)(cid:81)(cid:87)(cid:3)
we consider for inclusion in our program needs discipline in one program have the potential for
to be supportive of and in compliance with the adoption in portions of our program. We encourage
(cid:72)(cid:91)(cid:76)(cid:86)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3) (cid:87)(cid:72)(cid:70)(cid:75)(cid:81)(cid:82)(cid:79)(cid:82)(cid:74)(cid:76)(cid:70)(cid:68)(cid:79)(cid:3) (cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3) (cid:80)(cid:68)(cid:81)(cid:71)(cid:68)(cid:87)(cid:72)(cid:71)(cid:3) those reading this to recognize that there are tools
by the university. When newer capabilities are (cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:70)(cid:82)(cid:79)(cid:79)(cid:72)(cid:68)(cid:74)(cid:88)(cid:72)(cid:86)(cid:3)(cid:88)(cid:86)(cid:72)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:70)(cid:82)(cid:81)(cid:87)(cid:72)(cid:81)(cid:87)(cid:16)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:85)(cid:72)(cid:68)(cid:86)(cid:82)(cid:81)(cid:86)(cid:3)
discovered, we make our technological support in their programs that might have applicability in
personnel aware. We work closely with them to their program. Focus on the instructional utility
identify the potential for inclusion in a way that and capability of the technology in use by your
does not interfere with or impede the functionality colleagues and ask them for their impressions on
of our existing technology. Conversely, we have the impact they have on student engagement. Also,
both been approached by the technological talk to the instructional support personnel in those
support staff to beta test newer technologies that areas outside of your academic area. They often can
(cid:87)(cid:75)(cid:72)(cid:92)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:68)(cid:86)(cid:3)(cid:69)(cid:72)(cid:76)(cid:81)(cid:74)(cid:3)(cid:83)(cid:82)(cid:87)(cid:72)(cid:81)(cid:87)(cid:76)(cid:68)(cid:79)(cid:79)(cid:92)(cid:3)(cid:85)(cid:72)(cid:79)(cid:72)(cid:89)(cid:68)(cid:81)(cid:87)(cid:3) (cid:75)(cid:72)(cid:79)(cid:83)(cid:3)(cid:92)(cid:82)(cid:88)(cid:3)(cid:72)(cid:73)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:87)(cid:79)(cid:92)(cid:3)(cid:81)(cid:68)(cid:89)(cid:76)(cid:74)(cid:68)(cid:87)(cid:72)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)(cid:68)(cid:71)(cid:82)(cid:83)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)
and supportive to establishing, maintaining and issue within your program.
increasing student engagement in the instructional We strongly believe that university professors
process. Finally, we believe that the best way to should continue to try new technologies, when
integrate newer technologies is to have a strong andragogically appropriate, in order to augment
emphasis on their curricular applications and their instruction with the tools necessary to facilitate
their ability to meet instructional and learning adult graduate student engagement within their
(cid:81)(cid:72)(cid:72)(cid:71)(cid:86)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:85)(cid:72)(cid:3)(cid:68)(cid:85)(cid:72)(cid:3)(cid:80)(cid:68)(cid:81)(cid:92)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)(cid:179)(cid:87)(cid:82)(cid:92)(cid:86)(cid:180)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3) courses. These tools might be utilized as the primary
are not applicable to our program. Therefore, we format for content delivery or they may provide
subject any new technology under instructional the main basis for student interactions. Either way,
consideration to a curricular alignment process. technological tools will always form the basis of
delivery for online educational opportunities and as
The Need for Professional Development for Faculty
they become more sophisticated, they will be able
(cid:55)(cid:75)(cid:72)(cid:3)(cid:71)(cid:72)(cid:89)(cid:72)(cid:79)(cid:82)(cid:83)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:82)(cid:82)(cid:79)(cid:86)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:76)(cid:81)(cid:192)(cid:88)(cid:72)(cid:81)(cid:70)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)
to address individualized instruction needs as well
engagement and that are available for instruction
as content to decrease the impact of interruptions,
(cid:68)(cid:70)(cid:85)(cid:82)(cid:86)(cid:86)(cid:3)(cid:68)(cid:70)(cid:68)(cid:71)(cid:72)(cid:80)(cid:76)(cid:70)(cid:3)(cid:71)(cid:76)(cid:86)(cid:70)(cid:76)(cid:83)(cid:79)(cid:76)(cid:81)(cid:72)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:191)(cid:72)(cid:79)(cid:71)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:92)(cid:3)(cid:90)(cid:76)(cid:79)(cid:79)(cid:3)
thus helping to increase student engagement.
probably continue to increase unabated, so we both
As newer technologies are developed, we are
spend considerable amount of time presenting at and
suggesting that alternative methods and capabilities
attending professional development conferences
be proactively considered by instructors teaching
and presentations related to the utilization of
in online environments so when the inevitable
Web 2.0 tools for online education. No matter
synchronous interruption occurs, there will be
what is developed, the tools incorporated into the
(cid:68)(cid:81)(cid:3) (cid:76)(cid:80)(cid:80)(cid:72)(cid:71)(cid:76)(cid:68)(cid:87)(cid:72)(cid:3) (cid:179)(cid:90)(cid:82)(cid:85)(cid:78)(cid:16)(cid:68)(cid:85)(cid:82)(cid:88)(cid:81)(cid:71)(cid:180)(cid:3) (cid:86)(cid:82)(cid:79)(cid:88)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3) (cid:85)(cid:72)(cid:68)(cid:71)(cid:76)(cid:79)(cid:92)(cid:3)
program need to enhance the instructors’ ability
available to maintain student attention, interaction
to transmit course content, increase the students’
and engagement.
ability to understand the content and to effectuate
increased student engagement with content and Assessing Student Needs for Engagement through
their colleagues. Assessments
We are very fortunate to work for a university It is easy to assume that your efforts will lead
that provides a great deal of instructional to increased student engagement with your course
technology support and professional development. content, with their colleagues or with the instructor.
We are also fortunate to have faculty campus wide, Often, we only fully understand the impact of
representing many colleges and disciplines, in our our initiatives with students when we ask them
training sessions. The ability to attend training for feedback. Student feedback related to faculty
opportunities with faculty outside our content areas behaviors that positively impact student engagement
provides us with avenues to explore, compare, should be solicited and utilized for future courses.
(cid:72)(cid:91)(cid:83)(cid:68)(cid:81)(cid:71)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:86)(cid:75)(cid:68)(cid:85)(cid:72)(cid:3)(cid:87)(cid:82)(cid:82)(cid:79)(cid:86)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:90)(cid:72)(cid:3)(cid:191)(cid:81)(cid:71)(cid:3)(cid:82)(cid:73)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3) The background knowledge obtained for this
value with our colleagues across departments or paper relies heavily on feedback provided by
colleges at the university. We have found during students, both formally and informally. The
these trainings that the tools utilized to meet a standard university-accepted method for soliciting
JOURNAL OF EDUCATORS ONLINE
student feedback is through the course evaluation that have helped to increased student attention,
system. Encouraging students to complete the compliance, motivation, engagement and academic
faculty performance assessment often does not success in our programs.
provide the breadth or depth of feedback desired
Establishing Attention Prior to Class
because student feedback via these instruments
Recognizing that many of our students come to
(cid:70)(cid:68)(cid:81)(cid:3)(cid:69)(cid:72)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:3)(cid:87)(cid:82)(cid:3)(cid:82)(cid:69)(cid:87)(cid:68)(cid:76)(cid:81)(cid:17)(cid:3)(cid:50)(cid:69)(cid:87)(cid:68)(cid:76)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:83)(cid:83)(cid:85)(cid:82)(cid:83)(cid:85)(cid:76)(cid:68)(cid:87)(cid:72)(cid:3)
their virtual synchronous class after a long day of
assessment and feedback data related to instruction
work and might have to deal with situations in their
in the online environment can be challenging.
environment where they have their computer, we
Mid-semester and end-of-course evaluations of the
feel that the way that we open a class session needs to
teacher by the student, as well as the student from
be inviting, welcoming, motivating and centering.
the teacher, provide a vehicle for expressing mutual
We have a minimal amount of time to refocus their
expectations for social behavior and engagement.
attention, emotionally and intellectually, before we
Having each party discuss what is going well
get started with the instructional content for the
and what can be improved is a great tool to allow
session. We have asked our students for feedback
both instructor and student to identify ways that
on motivating activities that help them center and
engagement can be enhanced and improved. End-
focus on the instructional mode and that allow
of-course interviews, where students provide the
the faculty to gain an instructional presence and
instructor with feedback related to the course, are
control in the instructional environment.
another way that students have an opportunity to
At the beginning of each synchronous class
participate in the development of engaging with
session, a strong instructor presence and a centering
online courses. Providing feedback for future
of student attention and motivation can be achieved
course development to the instructor increases the
through webcams and frequently engaging students
likelihood that future courses will provide multiple
in the class. Offering quick interactive activities
opportunities to increase student engagement. We
at the start of class, such as providing a map and
(cid:72)(cid:81)(cid:70)(cid:82)(cid:88)(cid:85)(cid:68)(cid:74)(cid:72)(cid:3)(cid:92)(cid:82)(cid:88)(cid:3)(cid:87)(cid:82)(cid:3)(cid:87)(cid:85)(cid:92)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:191)(cid:81)(cid:71)(cid:3)(cid:90)(cid:68)(cid:92)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:82)(cid:83)(cid:72)(cid:81)(cid:3)(cid:85)(cid:72)(cid:79)(cid:76)(cid:68)(cid:69)(cid:79)(cid:72)(cid:3) asking the students to enter their hometown or
and valid, as well as organizationally accepted, lines having them identify their city of birth, are ways
of communication with your students to generate to motivate students to get their “voice in the
course feedback. We believe that demonstrating
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to students that you not only care about their Playing music before class is another way to get
impressions but that you take steps to meet their students focused and engaged. We survey students
expectations for future courses helps to establish a
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trusting instructional relationship and this leads to preferences in songs played to increase attention
increased student engagement. and engagement. Harris (2008) suggests that tasks
STRATEGIES AND TIPS must be enjoyable for student participation to occur
and music is one enjoyable way to reach students.
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Konrad (2000) asserts that “Music enhances the
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process of learning.it nourishes, which include our
(Baker & Taylor, 2012). A strong instructional
integrated sensory, attention, cognitive, emotional
presence is necessary in synchronous online
learning environments during the instructional (cid:68)(cid:81)(cid:71)(cid:3) (cid:80)(cid:82)(cid:87)(cid:82)(cid:85)(cid:3) (cid:70)(cid:68)(cid:83)(cid:68)(cid:70)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:180)(cid:3) (cid:11)(cid:57)(cid:43)(cid:20)(cid:3) (cid:54)(cid:68)(cid:89)(cid:72)(cid:3) (cid:87)(cid:75)(cid:72)(cid:3) (cid:48)(cid:88)(cid:86)(cid:76)(cid:70)(cid:3)
Foundation, n.d., p. 3). Our students say they enjoy
presentation, discussion, activity and assessment
this aspect of our courses.
stages of instruction so students recognize that the
instructor is engaged, thus encouraging students to During Synchronous/Asynchronous Instructional
be engaged. In asynchronous instructional settings, Sessions
presence is even more important. Providing Faculty can help maintain adult attention
appropriate parameters for interactions among the and engagement during both synchronous and
participants in the course for both synchronous asynchronous instruction by taking online polls
and asynchronous instructional settings requires at multiple points during class. This allows the
proactive, creative and consistent faculty attention. faculty to get a quick assessment of student content
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JOURNAL OF EDUCATORS ONLINE
CAUTIONS AND LIMITATIONS
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noted persons whose work is relevant to the class As the reader moves through this topic during
and then asking several students to summarize further exploration, it is important to identify how
the audio in a few sentences is another way to (cid:87)(cid:75)(cid:72)(cid:3)(cid:68)(cid:88)(cid:87)(cid:75)(cid:82)(cid:85)(cid:86)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3)(cid:70)(cid:82)(cid:81)(cid:70)(cid:72)(cid:83)(cid:87)(cid:88)(cid:68)(cid:79)(cid:76)(cid:93)(cid:72)(cid:71)(cid:3)(cid:179)(cid:72)(cid:81)(cid:74)(cid:68)(cid:74)(cid:72)(cid:80)(cid:72)(cid:81)(cid:87)(cid:17)(cid:180)(cid:3)(cid:44)(cid:81)(cid:3)
maintain attention and engagement. Interspersing this article, we have conceptualized it as the way
instructor lectures and activities with short synchronous and asynchronous online educational
student presentations keeps students focused and experiences and expectations are developed from
allows for rich discussions related to the students’ a programmatic support, university policy and
individual perspectives. To keep the student procedure and instructional delivery frame of
activity and engagement level high, the authors reference: All of these items have occurred within the
(cid:88)(cid:86)(cid:72)(cid:3)(cid:68)(cid:3)(cid:179)(cid:191)(cid:89)(cid:72)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:191)(cid:89)(cid:72)(cid:180)(cid:3)(cid:85)(cid:88)(cid:79)(cid:72)(cid:29)(cid:3)(cid:55)(cid:75)(cid:72)(cid:92)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3)(cid:85)(cid:72)(cid:70)(cid:82)(cid:74)(cid:81)(cid:76)(cid:93)(cid:72)(cid:71)(cid:3) frame of our professional and personal experiences.
that it is important that they provide no more With that caution, it is important to realize that
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format or instructional expectations. Again, these
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deliberate instructional interventions help prevent our experience and you might not have all of the
wandering attention spans of students and forces features described here in your setting.
the presenters to be concise and to the point.
Guidelines for Technology
Establishing and Maintaining Student Relationships
Online learning opportunities, both
Over Distance
synchronous and asynchronous, are always
Since our students often need to schedule
constrained by the least common denominator
their lives around their online classes, we have
of technological availability and acceptance. If
placed a great deal of emphasis on establishing
one part of the instructional online setting is
times when we are available for student questions,
deleteriously impacted, that has an effect on the
comments or concerns. We often schedule time for
capability of the entire system, thus potentially
student-faculty interactions directly before or after
resulting in loss of student focus, attention,
synchronous class sessions. If students are not
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available during these times, we make a concerted
integrate an immediate non-technical intervention
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(cid:71)(cid:88)(cid:85)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:76)(cid:80)(cid:72)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:72)(cid:70)(cid:75)(cid:81)(cid:76)(cid:70)(cid:68)(cid:79)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:80)(cid:68)(cid:76)(cid:81)(cid:87)(cid:68)(cid:76)(cid:81)(cid:3)
hours.
adult student engagement, the best way to deal
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with glitches is to state expectations related to
an opportunity for adult students to meet their
course expectations for technological capabilities.
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A proactive and honest discourse related to the
and ideas can be discussed. The authors have found
technological needs and capabilities in the teaching
these non-structured times to be very important
and learning environments should occur with the
to the development and maintenance of student
students before entering the program. Supports
engagement and relationship building. Issues
for students at the university level should exist
related to course content and student achievement
for technical trouble shooting as well as academic
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supports.
virtual environment, the discussions often revolve
around technology capabilities and limitations Guidelines for Social Interactions
and the impact they have on student access and It is important to recognize that the term
achievement. It is important that instructors in engagement can be subjective. Engagement does
virtual environments have a level of technological not necessarily equate to participation and it
sophistication to be able to assist students in certainly does not attendance. Engagement can
trouble-shooting minor issues. When major issues be an elusive construct from a practical student
arise, the instructor should have an understanding perspective and it must be discussed by the
of the levels and types of technological support that instructor and the learner. In many ways, we believe
are available at the university for the students to engagement of adult graduate students in an online
access. course is impacted by the culture established by
JOURNAL OF EDUCATORS ONLINE
the instructor. A portion of the establishment of be open to sanction. Finally, students who behave
culture relates to expectation of student behavior aggressively toward others are subject to discipline.
in both synchronous and asynchronous learning Making expectations clear to all students before
environments. These guidelines help support the the course begins, with frequent reminders during
expectations that all participant in the course have the course, helps students develop self-control so
for each other and they give direction to both the they can conduct themselves in a fashion consistent
learner and the facilitator alike. Although some of with a respect for the rights of others and with the
the guidance provided here may appear to have the university’s function as an educational institution
potential for being incredibly punitive, when the
CONCLUSION
authors proactively discuss their expectations with
The topic of adult student engagement
their adult students, they have seldom had to resort
will continue to be of considerable interest to
to interventions beyond simple reminders and
practitioners and researchers alike. The topic gets
redirection. Through practice and experience, the
even more interesting when issues related to online
authors have incorporated the following guidelines
instruction are included. Although it is true that
to assist their adult graduate students in establishing
some students want to move through the coursework
a mutually respectful ground rules that encourage
with minimal interaction with the instructor, their
student engagement during their courses.
peers or even the instructional content, the authors
Ground rules. believe that the majority of adult students enroll in
Each student is encouraged to help create courses for professional and altruistic reasons. In
an environment during class that promotes order to meet the moral obligations of providing
learning, supports dignity and shows mutual effective instruction, the authors have taken a
respect for everyone, thus increasing engagement great deal of care to critically examine their own
for all. Ground rules are established for student instructional behaviors (Burgess, 2012) and engage
interactions so everyone has the ability to express in a great deal of professional development and
themselves in a nonthreatening and respectful
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environment. Many of the issues discussed in the
online instructional delivery of content. We
(cid:68)(cid:88)(cid:87)(cid:75)(cid:82)(cid:85)(cid:86)(cid:182)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:86)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:83)(cid:82)(cid:87)(cid:72)(cid:81)(cid:87)(cid:76)(cid:68)(cid:79)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:70)(cid:82)(cid:81)(cid:192)(cid:76)(cid:70)(cid:87)(cid:3)(cid:76)(cid:73)(cid:3)(cid:79)(cid:72)(cid:73)(cid:87)(cid:3) encourage others in similar situations to consider
unchecked. The authors have found that taking a
the resources listed in this paper. We also suggest
proactive approach by making expectations known
that faculty members get to know the instructional
through language in the course syllabus and by a
capabilities that exist within their designated
review of university policy for civil discourse, have
learning management systems and that they exploit
dramatically reduced the amount of and potential
the capabilities they have to increase student
(cid:73)(cid:82)(cid:85)(cid:3)(cid:70)(cid:82)(cid:81)(cid:192)(cid:76)(cid:70)(cid:87)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:76)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:68)(cid:88)(cid:87)(cid:75)(cid:82)(cid:85)(cid:86)(cid:182)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:86)(cid:17) engagement, attention and participation. Ensuring
Administrative relief. that all students have a functioning audio and video
(cid:44)(cid:73)(cid:3) (cid:68)(cid:3) (cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3) (cid:80)(cid:76)(cid:86)(cid:69)(cid:72)(cid:75)(cid:68)(cid:89)(cid:76)(cid:82)(cid:85)(cid:3) (cid:82)(cid:81)(cid:3) (cid:87)(cid:75)(cid:72)(cid:3) (cid:83)(cid:68)(cid:85)(cid:87)(cid:3) (cid:82)(cid:73)(cid:3) system, with the expectation that they utilize it,
a student occurs, the result might be that the also helps to ensure that students remain engaged
student would be asked to leave the class. If the in the learning process. Finally, providing students
(cid:76)(cid:81)(cid:73)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:76)(cid:86)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:72)(cid:81)(cid:82)(cid:88)(cid:74)(cid:75)(cid:15)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:80)(cid:68)(cid:92)(cid:3)(cid:69)(cid:72)(cid:3) the opportunity to choose how to demonstrate their
subjected to disciplinary action under the Code of own learning of content is another way we have
(cid:54)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:53)(cid:76)(cid:74)(cid:75)(cid:87)(cid:86)(cid:15)(cid:3)(cid:53)(cid:72)(cid:86)(cid:83)(cid:82)(cid:81)(cid:86)(cid:76)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:39)(cid:76)(cid:86)(cid:70)(cid:76)(cid:83)(cid:79)(cid:76)(cid:81)(cid:68)(cid:85)(cid:92)(cid:3) found to engage students in the online learning
Procedures. Infractions not tolerated under the process.
authors’ university code of conduct include In this article, we have examined the perspective
students that speak at inappropriate times, display of student engagement through a faculty lens.
inattention, take frequents breaks or interrupt According to Umbach and Wawrzynski (2005),
the class by coming to class late. Students who faculty do matter. Faculty have to develop student-
engage in loud or distracting behaviors, use cell centered programs that are based on student
phones or pagers inappropriately in class, use learning needs. This is accomplished when
inappropriate language, are verbally abusive or barriers to learning are removed and techniques
(cid:71)(cid:76)(cid:86)(cid:83)(cid:79)(cid:68)(cid:92)(cid:3)(cid:71)(cid:72)(cid:191)(cid:68)(cid:81)(cid:70)(cid:72)(cid:3)(cid:82)(cid:85)(cid:3)(cid:71)(cid:76)(cid:86)(cid:85)(cid:72)(cid:86)(cid:83)(cid:72)(cid:70)(cid:87)(cid:3)(cid:87)(cid:82)(cid:3)(cid:82)(cid:87)(cid:75)(cid:72)(cid:85)(cid:86)(cid:3)(cid:80)(cid:76)(cid:74)(cid:75)(cid:87)(cid:3)(cid:68)(cid:79)(cid:86)(cid:82)(cid:3) and experiences that promote student learning are
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