Due in large part to the growth of online learning platforms and remote employment, eLearning has gained in popularity. eLearning has several advantages, but it can also pose challenges for students, such as the lack of face-to-face interaction and the potential for distractions. To ensure that all students have successful and pleasurable learning experiences considering the continuous rise of eLearning, it is crucial to put learner engagement first (Gao et al., 2013).
Strategies to Enhance Engagement in the eLearning Classroom
Create Interactive Content
Interactive material is one of the best strategies to keep students interested in the eLearning classroom. This can include video quizzes, games, simulations, and other learning activities. These activities can motivate students to take an active role in their education. Students are more likely to remain motivated and engaged throughout the learning process when given interactive content (Abykanova et al., 2016).
Provide Opportunities for Collaboration
Collaboration in a course is useful to promote the following purposes: “fostering community, sharing information and perspectives, and applying critical thinking and problem-solving skills” (Gao et al., 2013, p. 478). This can be accomplished in the online classroom through discussion boards, group projects, or virtual study groups. Students can interact with their classmates by exchanging ideas and getting feedback on their work.
Use Multimedia
Engaging students using multimedia in the eLearning classroom is another useful strategy. This can contain audio files, infographics, movies, and other visual aids that might improve students’ comprehension and memory of the learning material (Zhang et al., 2006). Multimedia could also be an assistive tool for students who may need another form of instruction or a visual application, that is separate from text.
Provide Personalized Feedback
Personalized feedback is an essential part of the learning process. Quizzes, tasks, and evaluations in the eLearning classroom provide students with the opportunity for tailored feedback. Students can get a chance to understand their strengths and weaknesses, pinpoint areas for progress, and feel more encouraged to continue their educational journey.
Foster a Sense of Community
Taking an online course can be particularly isolating. This can be especially true for students taking an asynchronous online course. Fostering a sense of community, by increasing social presence, can boost students’ motivation and engagement (Wei et al., 20212). This lends itself to increasing the likelihood of students feeling more linked to both their teacher and their peers (Wei et al., 20212). For the best learning outcomes in the eLearning classroom, student engagement is essential. Teachers can keep students motivated and involved throughout their learning process by developing interactive content, allowing chances for collaboration, utilizing multimedia, delivering individualized feedback, and building a feeling of community. Engagement in the online environment can be difficult, but not impossible. If you would like to learn more about different techniques and activities that can be easily incorporated into your online course, please let us know. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.
Additional Reading:
For more information on engagement through the use of interactive applications, check out this previous blog post.
For more information on social presence and the other presences that make up the Community of Inquiry model, check out this previous blog post.
References:
Abykanova, B., Nugumanova, S., Yelezhanova, S., Kabylkhamit, Z., & Sabirova, Z. (2016). The use of interactive learning technology in institutions of higher learning. International Journal of Environmental and Science Education, 11(18), 12528-12539. https://files.eric.ed.gov/fulltext/EJ1124626.pdf Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483. https://doi.org/10.1111/j.1467-8535.2012.01330.x K, M. (2022). Woman engaging in her work duties [Photograph]. Pexels. https://www.pexels.com/photo/woman-engaging-in-her-work-duties-12911794/ Rotar, O. (2022). Online student support: A framework for embedding support interventions into the online learning cycle. Research and Practice in Technology Enhanced Learning, 17(2). https://doi.org/10.1186/s41039-021-00178-4 Wei, C-W., Chen, N-S., & Kinshuk. (2012). A model for social presence in online classrooms. Education Technology Research and Development, 60(3), 529–545. https://doi.org/10.1007/s11423-012-9234-9 Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004 Harihara Varma Aketi is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. He did his bachelor’s degree in Information Technology, and currently, he is pursuing a Master’s in Computer Science at Saint Cloud State University.