Examining voice and choice in online learning

International Journal of Educational Technology in Higher Education

Research Article

Nalline Baliram¹  Robin Henrikson¹ 

[1] School of Education, Seattle Pacific University, 3307 3rd Avenue W, 98119, Seattle, WA, USA;

关键词: Engagement;    Online learning;    Synchronous;    Asynchronous;    Student issues;    Pedagogy;    Tools;    Support;   

DOI  :  10.1186/s41239-023-00401-w

 received in 2023-03-14, accepted in 2023-04-27,  发布年份 2023

来源: Springer

【 摘 要 】

Maximizing student engagement and learning in online courses is critical. The purpose of this study was to determine the nature of how and why graduate-level online students chose learning strategies and how it impacted their perceived levels of engagement. The researchers offered students four strategies for learning content. Qualitative and quantitative data were collected across four quarters. Findings summarized students’ perceptions of their learning and engagement when given a choice on how to engage in the content. Most participants chose asynchronous methods for learning the content, citing time constraints as the primary reason for not choosing synchronous methods of learning. When participants had autonomy to learn content and engage with others in a manner they deemed useful, they better understood the content and remained highly engaged in course activities. Participants who chose to interact with the content asynchronously also remained highly engaged.Graphical Abstract

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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