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Online Strategies for Stimulating Learner Engagement

Online Strategies for Stimulating Learner Engagement

Lynne Orr, Linda Weekley, Sharon C. Little, Robert P. Hogan
Copyright: © 2020 |Pages: 22
ISBN13: 9781799850748|ISBN10: 1799850749|ISBN13 Softcover: 9781799851479|EISBN13: 9781799850755
DOI: 10.4018/978-1-7998-5074-8.ch009
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MLA

Orr, Lynne, et al. "Online Strategies for Stimulating Learner Engagement." Early Warning Systems and Targeted Interventions for Student Success in Online Courses, edited by Danny Glick, et al., IGI Global, 2020, pp. 177-198. https://doi.org/10.4018/978-1-7998-5074-8.ch009

APA

Orr, L., Weekley, L., Little, S. C., & Hogan, R. P. (2020). Online Strategies for Stimulating Learner Engagement. In D. Glick, A. Cohen, & C. Chang (Eds.), Early Warning Systems and Targeted Interventions for Student Success in Online Courses (pp. 177-198). IGI Global. https://doi.org/10.4018/978-1-7998-5074-8.ch009

Chicago

Orr, Lynne, et al. "Online Strategies for Stimulating Learner Engagement." In Early Warning Systems and Targeted Interventions for Student Success in Online Courses, edited by Danny Glick, Anat Cohen, and Chi Chang, 177-198. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5074-8.ch009

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Abstract

Active student engagement in online classes is an important component of retention, pass rates, and student satisfaction. Although online class enrollment has grown steadily over the past several years, student retention is 8% less compared to on-campus courses. Synchronous instructional strategies can encourage online student engagement. In this chapter, the reader will gain an understanding of the benefits of online student engagement as described by three professors using synchronous strategies in their online courses. The increasing global demand for job training, professional development, and affordable education can only be met with online programs. However, asynchronous delivery fails to develop social skills and analytical thinking. The chapter describes innovative, cost effective synchronous approaches, and concludes with suggestions for further research to improve online student success.

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