®

Creating Meaningful Online Engagement Opportunities

By Emily SiegelOffice of Research and Strategic Initiatives

Table of Contents

Introduction 1

The Landscape 2

The Framework: A Three-Tiered Approach 3

Engagement Goals 4

Tools to Foster Connection: Social Media 6

Tools to Foster Connection: Blogs 7

Tools to Foster Connection: Webinars 8

Tools to Foster Connection: Virtual Organizations 9

Conclusion 10

References 10

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IntroductionOnline learning is thriving, currently growing at a higher rate than traditional environment offerings. As a relatively new learning platform, research is continually emerging about the online learning experience. The research overwhelmingly finds online learning can often be an isolating experience for the student (Hardy and Boaz, 1997; Kretovics, 2003; Ruth, 2005), which has been linked to problems in the retention of online students (Kanuka and Jugdev, 2006; Rovai and Wighting, 2005). Therefore, it is important for student affairs professionals to define their role in student engagement and how to create meaningful connections with online students while promoting student success and persistence.

While much of the research available regarding the online experience focuses on the academic experience, there is limited research regarding the co-curricular experience for the online student. In this eBook, we will take a deeper look at the online student experience and identify tangible ways in which institutions can meaningfully engage with their virtual students in order to promote student success and persistence through a holistic approach

What is engagement?

Engagement is the quality of effort a student puts into “educationally purposeful activities that contribute directly to desired outcomes” (Astin, 1993; Pascarella & Terenzini, 1991 from Hu & Kuh, 2002, 555). Engagement is a mutual relationship between the student and the institution. A student must be engaged, but the institution must be engaged back by creating inclusive and affirming environments, student-faculty contact, active and collaborative learning opportunities, and clear expectations (Wolf-Wendel, Ward, & Kinzie, 2009).

We use this definition of engagement throughout our eBook series on engagement to maintain a consistent operational definition.

Check out our other eBooks on engagement!

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The Landscape

Before developing a strategic plan for how best to engage with online learners, it is first important to better understand the landscape, acknowledging the characteristics online learners share and the obstacles they face in their educational pursuits.

Lack A Sense of Connection

Studies have found non-traditional distance learners are more likely to feel disconnected with campus and have correspondingly weaker identification with

their academic institution (Hardy and Boaz, 1997; Kretovics, 2003; Ruth, 2005).

Technological Environment ChallengesIt can be a challenge for students to adapt to an online style of learning if their

only learning experiences to date have consisted of a physical classroom. Online learning is often self-paced and self-directed, requiring different time management skills than in a traditional environment. Students may also struggle with the technical components of online learning such as having to use different and unfamiliar technologies.

Limited Access to Resources and SupportBrick and mortar campuses offer multiple academic, social, and emotional resources and support for students. While institutions may also provide these resources for online learners, the communication about the resources and the manner of delivery in which those resources can be accessed may be limited. While a student on a physical campus may confide their need for counseling to an on-campus staff member who can then take the student to the appropriate office, the

process for connecting a virtual student with that same resource looks different.

Communication HurdlesWhile on-campus students may be able to go in to an office to get the answer to a question, the virtual student needs to rely upon an email or phone communication. This can create a level of anxiety when they aren’t able to receive an instantaneous response that may be available to an on-campus student.

Competing ResponsibilitiesMany online learners are part-time, non-traditional students who have limited

access to campus-based co-curricular experiences due to geographic distance and time constraints (Fontaine and Cook, 2014). Studies have found that non-traditional students are concerned with balancing coursework, families,

and work obligations; leaving little time or interest to engage in co-curricular activities (Tucker, 2003).

Obstacles you may face:

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Having taken a closer look at the characteristics of online students and the obstacles they face in the virtual learning environment, it is important to consider what activities and experiences will be accessible and of value to them when creating a strategic plan. Furthermore, it is important to design a strategic plan within a holistic framework. Consider how the initiatives you create help students build a relationship with the entire institution using the following three-tiered approach.

Fostering Connection

Research has linked student success and persistence to a variety of academic and non-academic factors (Lotkowski, Robbins, and Noeth, 2004), including connection to peers, faculty and staff, and to a campus and its resources. When initiatives are designed within this three-tiered framework, it ensures that the factors the institution has the ability to influence are all addressed.

The Framework: A Three-Tiered Approach

Peers

Campus Resources

FosteringConnections

Faculty & Sta

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Engagement Goals

While the goal to engage students with peers, faculty, staff, and campus resources remain the same for both populations, the manner in which this will be accomplished is likely to look very different for an online community than a traditional one. Below are some examples an institution might consider when setting engagement goals for an online community.

Set Goals! How many students, or what percentage of the student body do we want,

…to be interacting on a social media site?

…to be accessing campus resources online?

…to be engaged in a virtual organization?

Measure Them! Once you’ve set engagement goals for your online community, it is important to consider how you will measure them.

…by number of log-ins?

…by number of original user content?

…by number of page views?

There are a variety of tools available to institutions to help foster connections with peers, faculty and staff, and campus resources in order to meet and measure their engagement goals. In the next section, we’ll take a closer at these tools and offer some practical ideas for how to use them to meaningfully engage with online students.

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Tools to Foster

Connection

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Social media can be used in a variety of ways to connect with students and can serve as a platform for helping students feel more connected to the institution.

With a variety of social media sites available, it is important for institutions to be realistic about their resources. Find social media sites that will best help you accomplish your engagement goals and invest your time and energy in making those a success. Keep in mind that many social media sites talk to each other. Create content on one platform, and share it out on to the others.

Once you’ve determined which social media site(s) will best help you accomplish your engagement goals, follow these simple rules for managing the platform:

Update, Update, Update

The most visited sites online are those that have fresh content. Why do people visit Facebook, CNN, and Instagram multiple times a day? The content is new every time they visit.

Be Relevant

While fresh content is important, it is even more important the content be authentic and relevant to students, avoiding useless information and needless advertising. Great topics include important reminders such as registration and financial aid deadlines, school news celebrating the institution, and campus tools directing students to resources such as calendars, libraries, and tutoring.

Be Present

Students expect responsiveness from social media platforms. Be sure to follow up to each comment or question (whether positive or negative) within a timely manner in order to encourage continued dialogue and avoid possible frustration.

Encourage Interaction

Social media is intended to be just that – social! There are a variety of ways to encourage interaction on social media including posing questions, creating polls, and using hashtags.

Social Media

Chapman University is a great model for using social media to help students connect with the institution. From their interactive Facebook page, to their relevant Pinterest site, to their thoughtful Instagram page, Chapman is using social media to truly showcase and celebrate the institution to foster deeper connections. Check them out here.

BEST PRACTICES

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Blogs are a great way to connect with students in an authentic way as they offer the ability to share in-depth information and create and spur conversation. With the ability to share text, pictures, and videos, coupled with the capability to leave comments and share and subscribe to posts, the opportunities for using blogs as part of an engagement strategy are endless. A few ideas include:

Blogs

Faculty Blogs

Faculty can share their current research and trends in their field, giving students the opportunity to interact with faculty members and engage more deeply with the academic material, thus fostering a meaningful campus connection.

Campus Resources and Department Blogs

Different offices on campus could offer an individual blog (or even contribute to a campus-wide blog) to give more in depth information about the services provided or even provide services through a blog post. For example, career services could do a blog series on the interview process with posts covering topics such as “How To Dress” to “Prepping for the Interview.”

Student Blogs

Engaging students themselves in campus blogs is a great way to foster connections for both the student writers and readers. Student organizations can utilize blogs to foster excitement through text, pictures, and videos. The institution can also use blogs to highlight student experiences, thus fostering institutional pride.

Full Sail University is a great model for how to use blogs to foster connections within your community. The visually appealing and engaging blog features student projects, faculty spotlights, student clubs, alumni insights, and much more. Check them out here.

BEST PRACTICES

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Webinars

Webinars offer institutions a platform to share more in-depth information but at a specified time where live interaction can take place. Webinars offer a wide variety of unique opportunities for institutions to engage with online learners. A few ideas include:

The Extended Learning Institute at Northern Virginia Community College has done an excellent job of bringing on-campus resources to virtual students through the use of webinars. With a lengthy list of archived webinars in a variety of subjects ranging from Orientation to Exploring Career Options to Student Lingo, NVCA supports students in fostering connections with peers, faculty, staff, and campus resources. Check them out here.

BEST PRACTICES

Faculty and Guest Speaker Presentations

Faculty and guest speaker presentations can now be broadcasted for more than just those in a physical room. With the ability to receive questions in real-time, virtual watchers can interact with the presenters and even ask questions and participate in polls.

Campus Department Presentations

Campus departments can turn any on-campus presentation into a webinar. For example, if the writing center is offering an “APA Style” workshop or the teaching & learning center is offering a “Study Skills” session on campus, both can easily be translated to a webinar format.

Student Organization Meetings

Student organizations can use the webinar platform to host meetings or showcase guest speakers. An added advantage of these virtual gatherings is that they can be recorded and archived online to be viewed by those who were unable to attend at the designated time.

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Spread the Word! Make sure students know about online clubs and organizations by referencing these communities often in emails, on social media, and in personal conversations with staff, faculty and students. According to Maurice Brown, student life manager at Kaplan University, students are surprised to learn in many cases that there is any type of community available outside the classroom (Lucier, 2015).

Virtual clubs and organizations can provide students with multiple opportunities for engagement and connection with an institution. These organizations can provide students an opportunity to connect over shared interests, while providing opportunities for leadership development, networking, and friendship (Lucier, 2015). Any club or organization that has traditionally met on a brick and mortar campus can be expanded to include a virtual environment with a little creativity.

When it comes to the types of virtual clubs and organizations, the sky is really the limit! A few ideas include:

Members of groups can use a variety of platforms to engage, including all of the tools we’ve previously discussed – social media, blogs, and webinars. Many platforms give clubs and organizations flexibility to designate specific times to interact, or allow for interaction to occur 24/7, and all without the need for a room reservation.

Virtual Organizations

TIP

Honor Societies

Cultural Clubs

Academic Clubs

Leadership Organizations

Volunteer Organizations

Social Interest Groups

10Learn forward, share the knowledge

ConclusionWith the growth of online learning offerings, the question institutions must ask is no longer should we engage, but how can we best engage with online students? The landscape of online learning looks different from that of a traditional environment with its own set of unique challenges and opportunities. Online learning has created an exciting opportunity for institutions to be creative in how they choose to meaningfully engage with distance learners. With several tools available including social media, blogs, webinars, and virtual student organizations, institutions can foster connections to peers, faculty and staff, and campus resources in a way that is unique to their institutional and student body needs. Finally, whatever tools your institution chooses to use to meaningfully engage with your virtual students, make sure your approach is intentional, systematic, and proactive.

References

Astin, A.W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.

Fontaine, S. & Cook, S. (Fall 2014). Co-curricular engagement for non-traditionallearners. Online Journal of Distance Learning Administration, 17(3). Retrieved from: http://www.westga.edu/~distance/ojdla/fall173/fontaine_cook173.html

Hardy, D. and Boaz, M. (1997). Learner development: Beyond the technology. New Directions for Teaching and Learning, 1997 (71), 41-48.

Hu, S. & Kuh, G.D. (2002). Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics. Research in Higher Education, 43(5), 555-575.

Kanuka,H. and Jugdev,K. (2006). Distance education MBA students: an investigation into the use of an orientation course to address academic and social integration issues, Open Learning. 21 (2): 153-166.

Kretovics, M. (Fall 2003). The role of student affairs in distance education: Cyber services or virtual communities. Online Journal of Distance Learning Administration, 6(3), December 3, 2013.

Lotkowski, V., Robbins, S., & Noeth, R. (2004). The role of academic and non academic factors in improving college retention. ACT Policy Report. Retrieved from http://www.act.org/research/policymakers/pdf/college_retention.pdf

Lucier, K. (2015, March 12). Join a virtual club as an online student. US News. Retrieved from http://www.usnews.com/education/online education/articles/2015/03/12/join-a-virtual-club-as-an-online-student

Ruth. D. (2005). An investigation into the need for co-curricular student services for distance education students. Ph.D. dissertation, Drexel University, Philadelphia, PA. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A499

Tucker, M. (April 2003). Attracting non-traditional students to campus activities and leadership programs. Campus Activity Programming, 38-40.

Wolf-Wendel, L., Ward, K., & Kinzie, J. (2009). A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development, 50(4), 407-428.

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Learn Forward Engagement Series

Throughout the 2014 academic year, we have provided webinars focused on research and practical application, ebooks on strategies and best practices, and interactive blog posts engagement in higher education to give you knowledge and tools to enhance the valuable work you do. Below are the topics that will be covered:

September | Engagement and Student Success • Strategies for Engaging First Year Students • Events and Calendars as Engagement Tools • Fostering Student Success Through Meaningful Engagement Opportunities • Bridging the Gap: Integrating OrgSync to Enhance Student Engagement

October | Engagement as an Intentional Process • Not Just Another Campus Program: Intentional Student Engagement • Reaching the Other 80%: Helping All Students Find Their Fit • Give ‘em the Goods! Making OrgSync Worthwhile • Using Attendance Tracking to Support Engagement Initiatives

November | Engagement and Employability • Engaging Students through Professional Exploration, Preparation, and Experience • Minding the Gap: Increasing the Employability of International Students • Engagement to Employability: Helping Students Build the Skills Employers Crave • Showcasing Engagement with the ePortfolio

January | Creating Meaningful Online Engagement Opportunities • Updating Your Community’s Relationship Status • Intentional Online Interactions - The Importance of Purposeful Engagement

with the Virtual Student • Your Digital H.U.B. • Engagement on the Go: Engagement Using Mobile Devices

February | Engagement as Service Learning • Building the Foundation for Civic Engagement • Digital Tools for Academic Service-Learning • Creating a Campus Culture of Service: Linking Campus to Community • Five Essential Vertebrae of Your Community Engagement Backbone • Using the Service Management System to Expand Experiential Learning on Campus

March | Making Meaning of Engagement Experiences through Reflection • The art of Reflection: When, Why, and How to Use it Effectively with Student

Engagement • In Their Own Words: Reflection as a Poswerful Pedagogy • Creating Meaningful Co-Curricular Transcripts for Students

April | Assessing Student Engagement • Assessing Student Learning Outside the Classroom • Evaluating Leadership Development with the Student Leadership Competencies • Coming Full Circle with Feedback as an Assessment Measure • Making Data Make Sense: Strategies for Creating Powerful End of Year Reports

For more information about the Learn Forward Engagement Series visit:www.orgsync.com/learnforward

Part of the Learn Forward Engagement Series

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