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Student Engagement in Online Courses

Description

Student demand for flexible learning opportunities via online courses offered through Miami University Regional Campuses continues to grow. The Online Student Engagement FLC will guide faculty in an exploration of theoretical perspectives and pragmatic practices related to student engagement in online courses in higher education.  The goal of the FLC is to improve academic achievement while increasing student and faculty satisfaction with their online learning experiences.  


Amount: Each participant will receive $500 in professional development funds

Eligibility: Faculty and Instructional Staff who teach online courses.

Selection: The FLC’s facilitators and Regional E-Learning Leadership will select a limited number of members

Submission: Online Application

Due Date: Applications due July 15, 2016


Purpose and Description:

Student demand for flexible learning opportunities via online courses offered through Miami University Regional Campuses continues to grow.  Looking ahead to next year and beyond, we move forward with a strong emphasis on student enrollment and retention, as well as academic achievement.  One of the many factors influencing enrollment, retention and student success is student engagement in learning.

Complicating things, many students enroll in online courses thinking it will be ‘easier’ or require ‘less time’ and may have misconceptions about engagement/disengagement in online learning before the class even begins.  Because of all these important considerations, it is more important than ever to further develop efficacy for employing student engagement in our online courses.

The Online Student Engagement FLC will guide faculty in an exploration of theoretical perspectives and pragmatic practices related to student engagement in online courses in higher education.  The goal of the FLC is to improve academic achievement while increasing student satisfaction with their online learning experiences.  

Topics will include:

  • Barriers to student engagement;

  • Indicators of engagement;

  • Generational issues;

  • Instructor presence and role in online learning; and,

  • Approaches and Types of engagements, such as:

    • Collaborative learning and peer interaction;

    • Interactive and active learning environments;

    • Problem-centric learning; and,

    • Social media

Activities:

  • 12-week duration; starting September 7, 2016

  • 6 seminar-style meetings; including (but not limited to): conversation, guest speakers, review of scholarly sources, review of examples from practice, and instructional planning

  • Reading scholarly literature and research on the topics

  • Relating philosophical and practical approaches to personal work in online courses

Outcome and Expectations:

In order to successfully complete the FLC, participants will be required to:

  • Attend and participate in a minimum of 5 of the 6 scheduled meetings;

  • Share/present applications of the FLCs findings and translation to instructional practice to colleagues through campus service initiative, professional presentation, conference proceedings, feature articles and/or publication.

Members:

2016-2017

  • Robyn Charlton, Regional E-Learning, Co-facilitator

  • Tom Mays, Commerce, Co-facilitator