5,000
Views
50
CrossRef citations to date
0
Altmetric
Articles

Online learner engagement: Conceptual definitions, research themes, and supportive practices

ORCID Icon & ORCID Icon

References

  • Alwaleedi, M. (2022). Students’ emotional and behavioral engagement: Cloud-based Collaborative writing and learning analytics. Computer Assisted Language Learning, 23(1), 374–400.
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427–445. https://doi.org/10.1016/j.jsp.2006.04.002
  • Anderman, E. M., & Patrick, H. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 173–191). Springer. https://doi.org/10.1007/978-1-4614-2018-7_8
  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.149
  • Anderson, T. (2008). Toward a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 33–60). Athabasca University Press.
  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2019). Assessing teaching presence in a computer conference environment. Online Learning, 5(2), 1–17. https://doi.org/10.24059/olj.v5i2.1875
  • Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016). Incremental progress: Re-examining field experiences in K–12 online learning contexts in the United States. Journal of Online Learning Research, 2(3), 303–326.
  • Archambault, L., Leary, H., & Rice, K. (2022/this issue). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191. https://doi.org/10.1080/00461520.2022.2051513
  • Arizona State University Online. (2017). ASU online launches success center. https://asuonline.asu.edu/newsroom/online-learning-tips/asu-online-launches-success-center/
  • Atwater, C., Borup, J., Baker, R., & West, R. E. (2017). Student perceptions of video communication in an online sport and recreation studies graduate course. Sport Management Education Journal, 11(1), 3–12. https://doi.org/10.1123/smej.2016-0002
  • Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1). https://doi.org/10.1037/tmb0000030
  • Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1). https://www.thejeo.com/archive/2010_7_1/baker
  • Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53(1), 87–105. https://doi.org/10.1016/j.cedpsych.2018.01.002
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
  • Bingham, G. E., & Okagaki, L. (2012). Ethnicity and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. Springer.
  • Bolliger, D., & Martin, F. (2021). Factors underlying the perceived importance of online student engagement strategies. Journal of Applied Research in Higher Education, 13(2), 404–419. https://doi.org/10.1108/JARHE-02-2020-0045
  • Borup, J. (2016a). Teacher perceptions of learner-learner engagement at a cyber high school. International Review of Research in Open and Distributed Learning, 17(3), 231–250. https://doi.org/10.19173/irrodl.v17i3.2361
  • Borup, J. (2016b). Teacher perceptions of parent engagement at a cyber high school. Journal of Research on Technology in Education, 48(2), 67–83. https://doi.org/10.1080/15391523.2016.1146560
  • Borup, J., Chambers, C., & Stimson, R. (2019). K–12 student perceptions of online teacher and on-site facilitator support in supplemental online courses. Online Learning, 23(4), 253–280. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1565/874
  • Borup, J., & Evmenova, A. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a college of education. Online Learning, 23(2), 1–20. https://doi.org/10.24059/olj.v23i2.1468
  • Borup, J., Graham, C. R., & Drysdale, J. S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793–806. https://doi.org/10.1111/bjet.12089
  • Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x
  • Borup, J., Jensen, M., Archambault, L., Short, C. R., & Graham, C. R. (2020). Supporting students during COVID-19: Developing and leveraging academic communities of engagement in a time of crisis. Journal of Technology and Teacher Education, 28(2), 161–169. https://www.learntechlib.org/primary/p/216288/
  • Borup, J., Stevens, M. A., & Hasler Waters, L. (2015). Parent and student perceptions of parent engagement at a cyber charter high school. Online Learning, 19(5), 69–91. https://doi.org/10.1017/CBO9781107415324.004
  • Borup, J., & Stimson, R. J. (2019). Responsibilities of online teachers and on-site facilitators in online high school courses. American Journal of Distance Education, 33(1), 29–45. https://doi.org/10.1080/08923647.2019.1554984
  • Borup, J., Walters, S., & Call-Cummings, M. (2019). Examining the complexities of parental engagement at an online charter high school: A narrative analysis approach. The International Review of Research in Open and Distributed Learning, 20(1), 95–110. http://www.irrodl.org/index.php/irrodl/article/view/3605
  • Borup, J., West, R. E., Thomas, R. A., & Graham, C. R. (2014). Examining the impact of video feedback on instructor social presence in blended courses. The International Review of Research in Open and Distance Learning, 15(3), 232–256.
  • Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Handbook of child psychology (W. Damon, series Ed., 5th ed., Vol. 1, pp. 993–1028). Wiley.
  • Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distributed Learning, 13(2), 26–44. https://doi.org/10.19173/irrodl.v13i2.1127
  • Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
  • Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Preface. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. Springer.
  • Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1–11. https://doi.org/10.1016/j.chb.2018.09.022
  • Draus, P. J., Curran, M. J., & Trempus, M. S. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240–254.
  • Drysdale, J., Graham, C. R., & Borup, J. (2016). Teacher and student perspectives on facilitating a sense of community through an online high school’s “shepherding” program. International Journal of e-Learning, 15, 149–177.
  • Faller, M. (2018). ASU helps more students return after freshman year and thrive during college. ASU Now. https://asunow.asu.edu/20180828-asu-news-freshman-retention-higher-national-average-thrive
  • Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–132). Springer.
  • Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: A multidimensional view of engagement. Theory into Practice, 50(4), 327–335. https://doi.org/10.1080/00405841.2011.607401
  • Freidhoff, J. R. (2021). Michigan’s k–12 virtual learning effectiveness report 2019-20. Michigan Virtual University. https://michiganvirtual.org/research/publications/michigans-k–12-virtual-learning-effectiveness-report-2019-20/
  • Freidhoff, J. R., Borup, J., Stimson, R., & DeBruler, K. (2015). Documenting and sharing the work of successful on-site mentors. Journal of Online Learning Research, 1(1), 107–128. http://www.learntechlib.org/p/149918/
  • Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 352–355). IGI Global.
  • Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). Routledge/Taylor and Francis.
  • Garrison, D. R. (2019). Online community of inquiry review: Social, cognitive, and teaching presence issues. Online Learning, 11(1), 61–72. https://doi.org/10.24059/olj.v11i1.1737
  • Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
  • Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30–50. https://doi.org/10.1111/jcal.12020
  • Graham, C. R., Henrie, C. R., & Gibbons, A. S. (2014). Developing models and theory for blended learning research. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended learning: Research perspectives (volume 2, issue 801, pp. 13–33). Taylor & Francis.
  • Greenhow, C., Graham, C. R., & Koehler, M. J. (2022/this issue). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131–147. https://doi.org/10.1080/00461520.2022.2090364
  • Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In M. Sehami, A. Fox, M. A. Hearst, & M. T. H. Chi (Eds.), Proceedings of the first ACM conference on learning @ scale conference (pp. 41–50). ACM. https://doi.org/10.1145/2556325.2566239
  • Guo, W., Chen, Y., Lei, J., & Wen, Y. (2014). The effects of facilitating feedback on online learners’ cognitive engagement: Evidence from the asynchronous online discussion. Education Sciences, 4(2), 193–208. https://doi.org/10.3390/educsci4020193
  • Hachey, A. C., Wladis, C. W., & Conway, K. M. (2012). Is the second time the charm? Investigating trends in online re-enrollment, retention and success. Journal of Educators Online, 9(1), 1–25. https://doi.org/10.9743/JEO.2012.1.2
  • Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
  • Hasler-Waters, L., Borup, J., & Menchaca, D. M. P. (2018). Parental involvement in K–12 online and blended learning. In K. Kennedy and R. Ferdig (Eds.), Handbook of research on K–12 online and blended learning. (2nd ed., pp. 403–422). ETC Press.
  • Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005
  • Hillman, D. C., Willis, D. J., & Gunawardena, C. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30–42. https://doi.org/10.1080/08923649409526853
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1–9.
  • Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. https://doi.org/10.1080/00461520.2012.748006
  • Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? Educational Psychologist, 51(2), 247–265. https://doi.org/10.1080/00461520.2016.1158654
  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505
  • Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1), 176–198.
  • Ku, H. Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922–929. https://doi.org/10.1016/j.chb.2012.12.019
  • Kucuk, S., & Richardson, J. C. (2019). A structural equation model of predictors of online learners' engagement and satisfaction. Online Learning, 23(2), 196–216. https://doi.org/10.24059/olj.v23i2.1455
  • Leony, D., Muñoz-Merino, P. J., Pardo, A., & Kloos, C. D. (2013). Provision of awareness of learners’ emotions through visualizations in a computer interaction-based environment. Expert Systems with Applications, 40(13), 5093–5100. https://doi.org/10.1016/j.eswa.2013.03.030
  • Liu, M., Calvo, R. A., Pardo, A., & Martin, A. (2015). Measuring and visualizing students’ behavioral engagement in writing activities. IEEE Transactions on Learning Technologies, 8(2), 215–224. https://doi.org/10.1109/TLT.2014.2378786
  • Lowes, S., & Lin, P. (2015). Learning to learn online: Using locus of control to help students become successful online learners. Journal of Online Learning Research, 1(1), 17–48.
  • Mabuan, R. A. (2020). MOOCs and MOOC camps for online teacher professional development: Experiences and perspectives from the Philippines. In H.-S. Kang, D.-s. Shin, & T. Cimasko (Eds.), Online Education for teachers of English as a global language (pp. 80–104). Routledge.
  • Mahatmya, D., Lohman, B. J., Matjasko, J. L., & Farb, A. F. (2012). Engagement across developmental periods. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–132). Springer.
  • Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Two decades (1995 to 2014) of systematic review of research on synchronous online learning. American Journal of Distance Education, 31(1), 3–19. https://doi.org/10.1080/08923647.2017.1264807
  • Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distributed Learning, 13(3), 228–261. https://doi.org/10.19173/irrodl.v13i3.1174
  • Martin, F., Polly, D., & Ritzhaupt, A. D. (2020). Bichronous online learning: blending asynchronous and synchronous online learning. Educause Review. https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
  • Martin, F., Sun, T., & Westine, C. D. (2020). A Systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009
  • Martin, F., Xie, K., & Bolliger, D. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S1–S13.
  • McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. https://doi.org/10.1002/1520-6629(198601)14:1%3C6::AID-JCOP2290140103%3E3.0.CO;2-I
  • Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202–204. https://doi.org/10.1080/03634523.2020.1857418
  • Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
  • Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–29). Routledge.
  • Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education, 33(1), 5–30. https://doi.org/10.1080/01587919.2012.667957
  • National Center for Educational Statistics (NCES). (2021). Condition of education 2021. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021144
  • Oliphant, T., & Branch-Mueller, J. (2016). Developing a sense of community and the online student experience. Education for Information, 32(4), 307–321. https://doi.org/10.3233/efi-160979
  • Olson, P. G. (2014). An investigation into student engagement with an online collaboration platform (Edmodo) in a high school environmental science course [Doctoral dissertation]. University of Delaware.
  • Oviatt, D. R., Graham, C. R., Borup, J., & Davies, R. S. (2018). Online student use of a proximate community of engagement in an independent study program. Online Learning, 22(1), 223–251. https://doi.org/10.24059/olj.v22i1.1153
  • Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97–132). Springer.
  • Politis, D., & Politis, J. D. (2016). The relationship between an online synchronous learning environment and knowledge acquisition skills and traits: The blackboard collaborate experience. Electronic Journal of e-Learning, 14(3), 196–222.
  • Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183–204. https://doi.org/10.24059/olj.v22i1.1175
  • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
  • Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65–83. https://doi.org/10.1007/s10648-007-9042-7
  • Roblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online programs. Phi Delta Kappan, 88(1), 30–36. https://doi.org/10.1177/003172170608800107
  • Roblyer, M. D., Freeman, J., Stabler, M., & Schneidmiler, J. (2007). External evaluation of the Alabama ACCESS initiative phase 3 report. International Society for Technology in Education. http://accessdl.state.al.us/2006Evaluation.pdf
  • Roksa, J., & Kinsley, P. (2019). The role of family support in facilitating academic success of low-income students. Research in Higher Education, 60(4), 415–436. https://doi.org/10.1007/s11162-018-9517-z
  • Rovai, A. P. (2002). Building a sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1), 1–16. https://doi.org/10.19173/irrodl.v3i1.79
  • Schroeder, S. M., & Terras, K. L. (2015). Advising experiences and needs of online, cohort, and classroom adult graduate learners. NACADA Journal, 35(1), 42–55. https://doi.org/10.12930/nacada-13-044
  • Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learning. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–132). Springer.
  • Shea, P., Richardson, J., & Swan, K. (2022/this issue). Building bridges to advance the community of inquiry framework for online learning. Educational Psychologist, 57(3), 148–161. https://doi.org/10.1080/00461520.2022.2089989
  • Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. https://doi.org/10.1080/00461520.2014.1002924
  • Tate, T., & Warschauer, M. (2022/this issue) Equity in online learning. Educational Psychologist, 57(3), 192–206. https://doi.org/10.1080/00461520.2022.2062597
  • Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199.
  • Velasquez, A., Graham, C. R., & West, R. E. (2013). An investigation of practices and tools that enabled technology-mediated caring in an online high school. The International Review of Research in Open and Distributed Learning, 14(5), 277–299. http://www.irrodl.org/index.php/irrodl/article/view/1465/2758
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, Ed.). Harvard University Press.
  • Wagner, E. D. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6–29. https://doi.org/10.1080/08923649409526852
  • Wiener, M., & Mehrabian, A. (1968). Language within language: Immediacy, a channel in verbal communication. Ardent Media.
  • Wise, A., Chang, J., Duffy, T., & Del Valle, R. (2004). The effects of teacher social presence on student satisfaction, engagement, and learning. Journal of Educational Computing Research, 31(3), 247–271. https://doi.org/10.2190/v0lb-1m37-rnr8-y2u1
  • Wolters, C. A., & Taylor, D. J. (2012). A self-regulated learning perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97–132). Springer.
  • Wu, P. H., & Wu, H. K. (2020). Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities. Instructional Science, 48(1), 79–113. https://doi.org/10.1007/s11251-020-09503-8
  • Xie, K., & Ke, F. (2011). The role of students' motivation in peer‐moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916–930. https://doi.org/10.1111/j.1467-8535.2010.01140.x
  • Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distributed Learning, 15(2), 189–212. https://doi.org/10.19173/irrodl.v15i2.1778
  • Zhang, H., Lin, L., Zhan, Y., & Ren, Y. (2016). The impact of teaching presence on online engagement behaviors. Journal of Educational Computing Research, 54(7), 887–900. https://doi.org/10.1177/0735633116648171
  • Zotti, R. (2017). The Implementation of web conferencing technologies in online graduate classes. ProQuest LLC.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.