Learner Engagement Strategies in Online Class Environment Statement of The Problem

LEARNER ENGAGEMENT STRATEGIES IN ONLINE CLASS ENVIRONMENT
Statement of the problem
In computer mediated learning, the virtual classroom provides as a learning platform to interact, to
share experiences and knowledge, and to actively involve students in learning activities. The nature of
interaction is different and hence, needs special attention. “In the online environment, technology
mediates learning: it mediates communications and information transfer between the student and the”
(Jones, 2011, p. 68). The role of the teacher as course a designer and course facilitator can play a
significant role in addressing learner engagement issues and create an active positive learning
environment.
Studies found significant relationship between students’ sense of community and students’ perceived
learning (Rovai, 2002; Thompson et al., 2005). “The consensus is that teaching presence is a significant
determinant of student satisfaction, perceived learning, and sense of community” (Garrison, 2007, p.
67). Researchers acknowledge that teaching presence and teaching immediacy are positively related to
students’ success, students’ perceived affective learning, cognitive learning, motivation and sense of
community (Meyer, 2003; Vaughan, 2004; Swan et al., 2005; Richardson et. al, 2015; Zhoe & Sullivan,
2016; ). Previous studies identified the need for the empirical studies addressing the relationship among
the above mentioned variables (i.e. teaching presence, teaching immediacy, motivation, affective
learning and cognitive learning). The dearth of empirical evidence in exploring the roles and
interrelations of factors like teaching presence and teaching immediacy influencing learners’
experiences and learning engagement justifies the need for this study. Gandhi, Samraji and Watt (2016)
indicated a research gap that needs to be addressed by considering and exploring the effect of teaching
immediacy in online class environment. Baker (2009) stated the importance of studies that addresses
teaching presence and teaching immediacy in virtual class environment. Ghamdi, Samarji, and Watt
(2016) emphasized “further research is needed to investigate the potential impact of the salience of
both the instructor and the fellow students on student‘s participation, satisfaction, and acquisition of
the essential and desired course capabilities
Research Questions
To achieve the purpose of the study, the following research questions guided the
study:
1. What strategies have been employed by instructors to motivate and engage students in online class
environment?
2. What are the instructors’ and students’ perception regarding online student engagement strategies?
3. What teaching and learning activities are utilized in order to engage students in online learning
environments?
Theoretical Framework
In order to understand the students’ engagement strategies that work, the study was guided by the
theory of motivation and learning and the behaviorist, cognitivist and constructivist schools of thought.
Regarding the theory of motivation and learner engagement in online courses,
Chen, Zap & Dede (2012) described Expectancy-Value Models of Motivation in the context of a virtual
class on Mathematics. The Expectancy-Value Models of Motivation helps us understand what students
value and what they believe in the educational context. Chen et al., (2010) highlighted three expectance
constructs: ‘causal attributions, implicit theories of ability and self-efficacy’ (p. 4). If students can relate
their effort with their success, their self-esteem is positively affected. Chen et al. however, did not
propose any positive relation between external help (e.g. teacher’s help) and students’ self-esteem.
Kreps (1997) advocated the importance of external motivation. Positive feedback, recognition in the
student discussion forums can help students achieve external motivation. Rewards, recognitions and
positive feedback often produce extrinsic motivation. “Extrinsic motivation pertains to behaviors that
are engaged in response to something apart from its own sake, such as reward or recognition or the
dictates of other people” (Lee,Cheung, & Chen, 2005, p. 1097).
Ally (2004) advocated that behaviorist learning theory presumes that the human mind is like an empty
box (Tabular rasa) and does not consider the effects of previous experiences and how these experiences
influence learning. Directing learners towards sequential learning process, revealing explicitly the
positive learning outcomes and providing direct feedback can help learners to improve in their
comprehension of the materials learned. Cognitive learning theory is based on the principle that the
“duration in working memory is approximately 20 seconds” (p. 20). Providing information in small
chunks, placing important information in the center of the screen, explaining why the learners are given
specific information and enabling learners to read (even figures) from left to right are some cognitive
strategies that can be practiced in online classes.
Constructivist strategies emphasize the importance of the learners’ own interpretation and knowledge
construction. Interactive sessions, meaningful activities and assignments focused on practice are some
ways to include constructivist learning strategies in online class environment (Nafukho, 2007).
Research Design
The research methodology adopted in this study was a cross sectional online questionnaire design.
Quantitative survey design was utilized for this study. The online self-perception survey was distributed
to the accessible sample. “Online Class Questionnaire” survey (Appendix 2) was chosen as an instrument
for this study. Anderson and Kanuka (1997) noted that self-reported perception is the most common
way to collect participations’ views. Corrallo (1994) also affirmed that self-reported cognitive learning
results strongly indicate results gained through assessment tools. As explained in the previous section,
constructivist learning theory supports that learning is a personal experience. The individual experiences
are best captured through self reported perceptions. The instrument was previously used by Baker
(2001). Permission to use the survey instrument was achieved from Dr. Credence Baker of Tarleton State
University (Appendix 1 shows the permission received).
Target Population
The college students, who had taken or who were taking online classes at the
time of this study in a top research university in southwest United States were
considered as the target population of this study. “Since it is usually not possible to
reach all the members of a target population, one must identify that portion of the
population which is accessible. The nature of the accessible population depends on the
time and resources of the researcher” (Yount, 2006, p. 7-3).
Accessible Population
The graduate students, taking (or had taken) online classes, at a tier one
University in Southwest United States whose e-mail addresses were available to the
researcher formed the accessible population for this study. E-mail addresses for the
students were obtained from the institution. Table 6 indicates the number of students
enrolled in distance learning program in the College of the institution that was involved
in this study.
Research Hypotheses
The hypotheses formulated for the study include the following:
Ho1: There was no statistically significant correlation between perceived teaching immediacy and
perceived teaching presence in online classes.
Ho2: There was no statistically significant difference between teaching immediacy and teaching
presence and learners’ affective learning in online classes.
Ho3: There was no statistically significant difference between teaching immediacy and teaching
presence and learners’ cognitive learning in online classes.
Ho4: There was no statistically significant difference between instructor immediacy and teaching
presence and student motivation in online classes.

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LEARNER ENGAGEMENT STRATEGIES IN ONLINE CLASS ENVIRONMENT

Statement of the problem

time and resources of the researcher” (Yount, 2006, p. 7-3).

The hypotheses formulated for the study include the following:

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