STUDENT ENGAGEMENT, E-CONNECTIVITY, AND CREATING RELATIONSHIPS IN THE ONLINE CLASSROOM

Omar Parks,

Andree Swanson, & Vanessa WashingtonJuly 17, 2014

Presented at Missouri Distance Learning Association Conference,Kansas City, MO

Introduction

Introduction

This study examined the following concepts: Student Engagement E-connectivity Creating relationships

The goal was to gain a better understanding of faculty/student relationships in the online environment.

Six Themes of E-Connectivity Swanson, Hutkin, Babb and Howell

(2010) Produced three domains and six themes:

Cognitiv

e

•Show relevance to students.

Affective

•Establish e-connectivity.

•Instructor presence.

•Positive communication.

•Ability to be open to social networking.

Psychomotor

•Use of technologies to e-connect.

Emerging Themes of Engagement

Encouraging Trust

Strong Interactive Skills Overcoming the lack of face-to-face. Building Camaraderie/The importance of

Introductions.

Confidence to Take Risks Creating opportunities for engagement.

Actively Build Trust

Address Issues Upfront Share Class Information

Self-directed learning Trust enables learners to bond with one

another Reducing Isolation

Create a Social Presence

Create Social Presence Rich discussion threads improved social

presence. Develop Training for Faculty

Grounded in the real world. Must be relevant to be absorbed. Introduce new strategies “on the job”

Encourage Students to Collaborate Encourage students to collaborate.

More time to think. Various modes of stimulation. Meeting high expectations set by the

course and the instructor. Active and collaborative learning

Focus on Personal Contact

Focus on Personal Contact Create instances for active participation. Personal contact to students.

Use of e-tools to increase engagement

Use e-tools to increase engagement. More time to think. Various modes of stimulation. Meeting high expectations set by the

course and the instructor. Active and collaborative learning.

Consider agentic engagement Consider agenctic engagement.

Student autonomy. Different learning approaches. Motivate in a supportive manner.

Future Research

Conclusion

Themes of Engagement

Building trust Strong interactive skillsConfidence to take risks

Actively build trust Address issue upfrontShare class informationEnable learners to bond with one another

Create a social presence

Create rich discussion threads improved social presence

Encourage students to collaborate

More time to thinkVarious modes of stimulationMeeting high expectations set by the course and the instructorActive and collaborative learning

Focus on personal contact

Create instances for active participationPersonal contact to students

Use e-tools to increase engagement

More time to thinkVarious modes of stimulationMeeting high expectations set by the course and the instructorActive and collaborative learning

Consider agentic engagement

Student autonomyDifferent learning approachesMotivate in a supportive manner

Parks, Washington, Swanson Themes for Engagement

Build trust Create a social

presence Encourage

collaboration Focus on personal

contact

Future Research

Exploration of a set of underpinning variables used to build trust (create a social presence, encourage collaboration or personal contact).

A suggested approach to assess existing student skills needed in online environment.

References

References Karaksha, A., Grant, G., Anoopkumar-Dukie,

S., Niru Nirthanan, S. S., & Davey, A. K. (2013). Student engagement in pharmacology courses using online learning tools. American Journal of Pharmaceutical Education, 77(6), 1-10.

Naidu, S. (2011). Editorial. Distance Education, 32(3), 303-305. doi:10.1080/01587919.2011.621196

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. doi:10.1037/a0032690 

Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-109.

Skinner, E. (2009). Using community development theory to improve student engagement in online discussion: A case study. ALT-J: Research in Learning Technology, 17(2), 89-100.

Slagter van Tryon, P. J., & Bishop, M. J. (2012). Evaluating social connectedness online: The design and development of the Social Perceptions in Learning Contexts Instrument. Distance Education, 33(3), 347-364.

Swanson, A., Hutkin, R., Babb, D., & Howell, S. (2010, Sep). Establishing the best practices for social interaction and e-connectivity in online higher education classes. Doctoral dissertation, University of Phoenix, Arizona. Publication Number: 3525517. Retrieved from http://gradworks.umi.com/3525517.pdf

Watson, K., McIntyre, S., & McArthur, I. (2010). Trust and relationship building: Critical skills for the future of design education in online contexts. Iridescent: Icograda Journal of Design Research, 1 (1).

Biographies

Omar Parks, DBA

Dr. Omar Parks is an Assistant Professor in the Forbes School of Business at Ashford University.

He holds a Doctorate of Business Administration in Management from Argosy University, a Master of Arts in Education in Adult Education and Distance Learning from the University of Phoenix, and a Bachelor of Fine Arts in Theatre and Dance from the University of Wyoming.

See more at: http://www.ashford.edu/community/omar-parks-business.htm#sthash.bbUBUgn8.dpuf

Vanessa Washington, PhD

Dr. Vanessa Washington is an Assistant Professor in the Forbes School of Business at Ashford University.

She has a PhD in Organizational Management from Capella University, a Master of Business Administration from Bellevue University, and a Bachelor’s degree in Business Education from the University of Nebraska.

See more at: http://www.ashford.edu/community/12765.htm#sthash.W5rP7drh.dpuf

Andree Swanson, EdD

Dr. Andree Swanson is a full-time Assistant Professor in the Forbes School of Business at Ashford University.

She earned a Bachelor’s degree in Business Administration and Management from the University of Maryland European Division, a Masters of Human Relations from the University of Oklahoma, a Masters of Arts in Organizational Management from the University of Phoenix, and a Doctorate in Educational Leadership from the University of Phoenix.

See more at: http://www.ashford.edu/community/12732.htm#sthash.7WpLD0BL.dpuf