Using interactive online pedagogical approaches to promote student engagement

Journal article


Muir, Tracey, Wang, Isabel, Trimble, Allison, Mainsbridge, Casey and Douglas, Tracy. (2022). Using interactive online pedagogical approaches to promote student engagement. Education Sciences. 12(6), p. Article 415. https://doi.org/10.3390/educsci12060415
AuthorsMuir, Tracey, Wang, Isabel, Trimble, Allison, Mainsbridge, Casey and Douglas, Tracy
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.

Keywordsonline learning; higher education; engagement; interactive strategies
Year2022
JournalEducation Sciences
Journal citation12 (6), p. Article 415
PublisherMultidisciplinary Digital Publishing Institute (MDPI AG)
ISSN2227-7102
Digital Object Identifier (DOI)https://doi.org/10.3390/educsci12060415
Scopus EID2-s2.0-85132789670
Open accessPublished as ‘gold’ (paid) open access
Page range1-18
FunderUniversity of Tasmania (UTAS)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online17 Jun 2022
Publication process dates
Accepted02 Jun 2022
Deposited15 Nov 2023
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