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Innovative approaches towards increasing student participation and engagement in asynchronous, online courses
PROCEEDING

, The Ohio State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Anticipating and facing the challenges of online learning are the first steps towards a successful course design. Moore's (1993) Transactional Distance Theory (TDT) guides us in understanding the space shared in an online learning community. Two recommendations for designing an online course are offered in this paper - requiring audio, video, and images while partaking in dialogue, as well as assigning student facilitation for weekly discussions. TDT addresses the necessity of providing “a level of autonomy of the learner” (Larkin & Jamieson-Proctor, 2015). Implementing the practice of designating a student facilitator within the discussion forum allows such autonomy, limiting the power of the instructor. Empowering students with multi-modal means to express their viewpoints during teacher-learner, learner-learner, and even learner (facilitator)-learner dialogues can increase student participation and engagement to foster a dynamic, meaningful classroom experience.

Citation

Vakil, J.B. (2018). Innovative approaches towards increasing student participation and engagement in asynchronous, online courses. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1445-1448). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2019 from .

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