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Designing for Student Engagement

Overview

“The time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities.” (HEA, 2010) 

This section is a brief overview to the key principles for consideration concerning developing effective student engagement in aspects of online learning. It summarises key findings from research into online learning and broader considerations for effective student engagement in higher education.  

Here we focus on student engagement considerations within modules and programmes, student representation and feedback on their leaning, but does not include pre-arrival, induction or broader departmental and institutional activities that can support student engagement and sense of belonging. 

Student engagement challenges in online learning 

  • Perceptions of online learning – online learning may be seen by students as inferior to face to face learning.  
  • Technology failure - greater reliance on technology can lead to frustration when it fails.  
  • Reduced variety of learning opportunities - specific forms of classroom teaching (placements, fieldwork, laboratories, tutorials) can be difficult to replicate online. These forms of learning and teaching may be a motivating component for student's programme choice.  
  • Lack of contact with staff - students can feel isolated from academic staff if there is an over reliance with online content and automated assessments e.g. quizzes.  
  • Student technology preferences - students increasingly will access online learning through mobile devices.  
  • Disadvantaged groups of students - certain groups or individual students may be at a disadvantage by their ability to adapt to online courses. 
  • Lack of appropriate skills - students may need additional motivation, organisation, and self-discipline skills.  
  • Lack of contact with peers - students can experience less effective collaborative learning and contact with their peers. 

Factors that can enhance student engagement  

  • Student sense of belonging - research into student engagement in higher education identifies student’s sense of belonging as a significant factor in their retention and success:  

“the importance of students having a strong sense of belonging in HE, which is the result of engagement, and that this is most effectively nurtured through mainstream activities with an overt academic purpose that all students participate in.”  

“Students’ sense of being accepted, valued, included, and encouraged by others (teacher and peers) in the academic classroom setting and of feeling oneself to be an important part of the life and activity of the class. More than simple perceived liking or warmth, it also involves support and respect for personal autonomy and for the student as an individual.” (HEFCE, 2012) 

  • Student involvement in programme design and feedback - in addition to considering student engagement issues associated with student learning and developing their sense of belonging, research indicates that considering how students can be engaged in the design and feedback on modules and programmes is an important factor for consideration.  

Indicators of student engagement 

Student engagement can be viewed as more than attending and participating in the learning process. For individual or cohorts of students – look for indicators of students positive or negative engagement with learning through:  

  • Behavioural engagement - students would typically comply with behavioural norms, such as attendance and involvement, and would demonstrate the absence of disruptive or negative behaviour.   
  • Emotional engagement - students would experience affective reactions such as interest, enjoyment, or a sense of belonging. 
  • Cognitive engagement - students would be invested in their learning, would seek to go beyond the requirements, and would relish challenge. 

References