Student Engagement Strategies in One Online Engineering and Technology Course

Abstract

As online learning continues to grow in popularity with both students and universities, the question of how engaged students are within these courses remains a large concern for those in academia. Given the technology that is available, how can we provide a more connected environment for student learning while online? Are there specific methods to ensure students embrace the subject matter at hand? This two year study examined the various methods of student engagement employed in two online sections of the same ethical decision-making engineering and technology course in the School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI). Two different instructors taught the online sections, and various instructional strategies were employed. As one instructor utilized asynchronous forum postings, both made use of realtime chats and web meetings with their students. Variation continued even within the synchronous discussions as one faculty member led the discussions themselves, while another appointed a rotating student leader for student-centered discussions. As both of the sections were held completely online within a learning management system and shared the same course textbook and major assignments, it became necessary to discover what differences students may have experienced within the other elements of the course such as the synchronous chats through the administration of a one-time survey toward the end of each of the courses. Researchers were curious if one particular method of engagement was preferred by the students, and thus, engaged them in the course material further than any of the others. Basic site activity data, chat data and message data from the learning management system was also statistically examined against students’ final grades to determine if any significant relationship existed. Besides learning basic demographic and descriptive information about the student groups in the two course sections, researchers gained perspective on their experience within the course itself. Details emerged on both the frequency and process of synchronous chats, communication by students and instructor, and how the students felt “connected” to the course, instructor and fellow students. Final results also demonstrated a mixed response on how students felt with the instructor led chats versus them leading the chats themselves. And the final statistical results demonstrated a positive outcome in regards to final grades and total site activity as well as chat activity in the course.