Engaging learners in online learning environments

Abstract

I nternet technologies allow learners to access up-to-date information anywhere and anytime, allow just-in-time learning, promote active and independent learning with reflection and support communication between experts and novices. Attracted by these opportunities for learning, many organizations and educational institutions have focused on the technological challenges of buying the right courseware, getting enough bandwidth allocated to online learning and obtaining the latest state of-the-art online learning platforms and tools. However, hardware, software and infrastructure only provide the necessary conditions for online. State of-the-art Internet technologies do not ensure that learners are willing or know how to engage in the context of their learning and make sense ot the information provided to construct their own knowledge. This paper attempts to identify and address the assumptions that have been madeabout the engagement of learners in online learning environments. Research studies have shown that learner engagement is paramount to learning success (Herrington, Oliver, & Reeves, 2003). Engagement here is defined as the "'the mobilization of cognitive, affective and motivational strategies for interpretive transactions" (Bangert-Drowns & Pike, 2001, p. 215) that occur during learning activities through interactions with others and worthwhile tasks (Kearsley Ik Shneiderman, 1998). In the online learning environment, engagement entails mindfulness, cognitive effort and the attention of the learners in that environment. When learners are engaged in the learning process, levels of learning and retention may be increased. Hence, the whole learning experience is enhanced (Kearsley & Shneiderman, 1998). The question then is: "How do we engage learners in online learning environments?"