Engaging online learners: The impact of Web-based learning technology on college student engagement

Center for Postsecondary Research, Indiana University Bloomington, USA
Computers & Education (Impact Factor: 2.56). 05/2010; 54(4):1222-1232. DOI: 10.1016/j.compedu.2009.11.008
Source: DBLP


Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.

Download full-text


Available from: Pu-Shih Daniel Chen, Aug 08, 2015
1 Follower
60 Reads
  • Source
    • "Bunlardan, Holley ve Dobson (2008) ile Chen, Lambert ve Guidry (2010)'nin çalışmalarının bu çalışmadan farklılaşan yönlerinden biri örneklemin büyüklüğünün geniş tutulması olarak gösterilebilir. Bununla birlikte belirtilen çalışmaların (Holley ve Dobson, 2008; Chen, Lambert ve Guidry, 2010; Sarıtepeci ve Yıldız, 2014) örneklemini oluşturan katılımcıların lise ya da üniversite düzeyinde olması da önemli bir farklılık olarak görülebilir. Bu çalışmanın sonuçlarıyla belirtilen çalışmalar arasındaki bu farklılığın başka bir sebebi de bu çalışmanın sınırlılıklarıyla açıklanabilir. "
    Eğitim ve Bilim 02/2015; 40(177). DOI:10.15390/EB.2015.2592 · 0.32 Impact Factor
  • Source
    • "412). Chen et al. (2010) "
    [Show abstract] [Hide abstract]
    ABSTRACT: Abstract Purpose – The purpose of this paper was to identify pertinent studies on the important issue of student engagement strategies in online courses and to establish from empirical studies student engagement strategies that work. Design/methodology/approach – The paper adopted the literature review approach. The authors conducted a thorough and systematic search of the literature to find empirical studies focusing on online engagement strategies within the field of education and distance learning. To generate as many relevant publications as possible, both manual and electronic searches were conducted. The databases used included; Academic Search Complete (Ebsco), Social Sciences Full Text (Wilson), ProQuest Education Journals, ProQuest Dissertation and Thesis, ProQuest Central, Social Sciences Citation Index (SSCIISI), ERIC, (Ebsco), SAGE Full-Text Collection (CSA), Google Scholar and Emerald. Findings – The results of this paper revealed the several factors that can create engaging learning experiences for the online learners. The primary factors are as follows: creating and maintaining positive learning environment; building learning community; giving consistent feedback in timely manner; and using the right technology to deliver the right content. Research limitations/implications – The paper is limited, as it is based on a review of literature. Empirical studies need to be conducted to support the ideas generated in this paper. For example, it is proposed that individual and institutional characteristics play an important role in promoting learner satisfaction in online courses. Additional studies that can explore this aspect in detail are needed. Originality/value – The paper has both professional and educational implications. The findings of this paper can help identify areas where the instructors and designers of online classes need to focus. The student engagement strategies for online courses identified should assist both experienced and beginning online instructors in the design and successful delivery of online courses. Students taking online courses should find the results of this study invaluable. Keywords Online learning, Virtual learning, Information technology, Engaging students, Virtual training, Virtual working Paper type Literature review
    European Journal of Training and Development 11/2014; 38(9):782-802. DOI:10.1108/EJTD-11-2013-0123
  • Source
    • "The quality of online learning can be evaluated through observation of students' engagement in the online learning environment (Beer, Clark & Jones, 2010). Previous studies have reported that students' engagement has a significant influence on learning as it is related to academic performance (Burrows, 2010), knowledge acquisition (Chen et al., 2010), motivation (Scott & Walczak, 2009) and other learning benefits. Carini et al. (2006) investigated the extent of the association between students' engagement and academic performance. "
    [Show abstract] [Hide abstract]
    ABSTRACT: The expanding usage of online learning at all levels of education has drawn attention to the quality of online learning. In this study, online learning quality is evaluated through students’ cognitive engagement which is reflected in their online written messages in discussions and their online participation. This study proposes the use of two types of data: students’ participation, and written messages. Both types of data was collected and analyzed using the data mining technique to produce a predictive model that illustrates students’ pathways while engaging in online learning cognitively. The findings of this study indicate that from 22 variables, only two were significant for students’ online cognitive engagement; sharing information and posting high- level messages. The two variables led to the formation of three different pathways in the students’ predictive model.
    Procedia - Social and Behavioral Sciences 02/2014; 116:4844-4853. DOI:10.1016/j.sbspro.2014.01.1036
Show more