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Elements that affect student engagem...

Canney, Catherine.

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Elements that affect student engagement in online graduate courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Elements that affect student engagement in online graduate courses./
Author:	Canney, Catherine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702588
ISBN:	9781321739978

Elements that affect student engagement in online graduate courses.
Canney, Catherine.

Elements that affect student engagement in online graduate courses. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 121 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--New England College, 2015.

This study explores elements of online graduate courses that affect student engagement. Through a qualitative grounded theory approach, I sought to discover what elements of an online course influence student engagement. The Benchmarks for Effective Educational Practice defined by the National Survey of Student Engagement (Indiana University Center for Postsecondary Research (IUCPR), 2013a) were used as a framework for student engagement to guide the literature review. Those benchmarks include the level of academic challenge; active and collaborative learning; student-faculty interaction; and enriching educational experience. Through the process of grounded theory additional theoretical frameworks were considered as concepts emerged from the data. The study explored student engagement through examination of online graduate courses via the Blackboard course learning management system and interviews with students who had recently completed an online course. Six selected online graduate courses at a mid-size comprehensive public university in New England were examined. The examinations of those courses were conducted after the completion of the courses. Students from those six courses were invited to participate in interviews conducted to gain a better understanding of those students' lived experiences in an online course.

ISBN: 9781321739978Subjects--Topical Terms:

517670
Educational technology.

Elements that affect student engagement in online graduate courses.
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300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Gavin Henning.
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520 $a This study explores elements of online graduate courses that affect student engagement. Through a qualitative grounded theory approach, I sought to discover what elements of an online course influence student engagement. The Benchmarks for Effective Educational Practice defined by the National Survey of Student Engagement (Indiana University Center for Postsecondary Research (IUCPR), 2013a) were used as a framework for student engagement to guide the literature review. Those benchmarks include the level of academic challenge; active and collaborative learning; student-faculty interaction; and enriching educational experience. Through the process of grounded theory additional theoretical frameworks were considered as concepts emerged from the data. The study explored student engagement through examination of online graduate courses via the Blackboard course learning management system and interviews with students who had recently completed an online course. Six selected online graduate courses at a mid-size comprehensive public university in New England were examined. The examinations of those courses were conducted after the completion of the courses. Students from those six courses were invited to participate in interviews conducted to gain a better understanding of those students' lived experiences in an online course.
520 $a Eight themes emerged from this study indicating the following elements as affecting student engagement in graduate online courses: instructor presence and participation, instructor responsiveness and feedback, student-to-student interaction facilitated by instructor, deep thinking, reflection and learning from others, connections to own experiences, course organization, clear expectations, and course content. The results of this study offer rich, descriptive narrative that provides educators with valuable information that should assist faculty in developing, constructing, and implementing engaging online courses. The stories told by students augment existing studies that provide quantitative data on students' experience in online courses. In addition, the study provides university administrators significant information regarding engaging online courses that can guide them in constructing appropriate and necessary support for faculty in their development of online courses.
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