A Conceptual Framework to Enhance Student Online Learning and Engagement in Higher Education

Autor/inn/en	Brown, Alice; Lawrence, Jill; Basson, Marita; Redmond, Petrea
Titel	A Conceptual Framework to Enhance Student Online Learning and Engagement in Higher Education
Quelle	In: Higher Education Research and Development, 41 (2022) 2, S.284-299 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Alice) ORCID (Basson, Marita) ORCID (Redmond, Petrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1860912
Schlagwörter	Electronic Learning; Learner Engagement; Instructional Improvement; College Instruction; Learning Analytics; Prompting; Models; Distance Education; Web Based Instruction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Hochschullehre; Benutzerführung; Analogiemodell; Distance study; Distance learning; Fernunterricht; Web Based Training; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Student engagement is consistently identified as a key predictor of learner outcomes within the online learning environment. However, there is limited guidance about using proactive strategies to improve engagement for low and non-engaged students: for example by specifically employing course learning analytics (CLA) and nudging strategies in courses to assist these students. To explore how CLA and nudging can be used more effectively to engage students, the authors were informed by a 12-month research project, as well as by the theoretical perspectives presented by communication and critical literacies. These perspectives were applied to develop a conceptual framework which the authors designed to prioritise expectation management and engagement principles for both students and academics. The article explains the development of the framework as well as the elements and key communication strategies it embodies. The framework contributes to practice by explaining and justifying the accessible, time-efficient, student-focused approaches that can be integrated simply into each course's online learning pedagogy to support both academics' and students' engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01