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Student Engagement Strategies in One Online Engineering and Technology Course

机译：在一个在线工程和技术课程中的学生订婚策略

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As online learning continues to grow in popularity with both students and universities, the question of how engaged students are within these courses remains a large concern for those in academia. Given the technology that is available, how can we provide a more connected environment for student learning while online? Are there specific methods to ensure students embrace the subject matter at hand? This two year study examined the various methods of student engagement employed in two online sections of the same ethical decision-making engineering and technology course in the School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI). Two different instructors taught the online sections, and various instructional strategies were employed. As one instructor utilized asynchronous forum postings, both made use of real-time chats and web meetings with their students. Variation continued even within the synchronous discussions as one faculty member led the discussions themselves, while another appointed a rotating student leader for student-centered discussions. As both of the sections were held completely online within a learning management system and shared the same course textbook and major assignments, it became necessary to discover what differences students may have experienced within the other elements of the course such as the synchronous chats through the administration of a one-time survey toward the end of each of the courses. Researchers were curious if one particular method of engagement was preferred by the students, and thus, engaged them in the course material further than any of the others. Basic site activity data, chat data and message data from the learning management system was also statistically examined against students' final grades to determine if any significant relationship existed. Besides learning basic demographic and descriptive information about the student groups in the two course sections, researchers gained perspective on their experience within the course itself. Details emerged on both the frequency and process of synchronous chats, communication by students and instructor, and how the students felt "connected" to the course, instructor and fellow students. Final results also demonstrated a mixed response on how students felt with the instructor led chats versus them leading the chats themselves. And the final statistical results demonstrated a positive outcome in regards to final grades and total site activity as well as chat activity in the course.
机译：随着在线学习的普及与学生和大学的普及程度不足，所以在这些课程中如何在这些课程内仍然是一个巨大的关注学术界。鉴于可用的技术，我们如何在线时为学生学习提供更联系的环境？有特定的方法，以确保学生在手头上拥抱主题吗？这两年的研究审查了在印第安纳大学 - 普渡大学印第安纳波利斯（Iupui）的工程技术和技术学院的同一道德决策工程和技术课程中雇用的各种学生参与方法。两个不同的教师教授在线部分，采用各种教学策略。作为一个教练利用异步论坛帖子，都使用与学生使用实时聊天和网络会议。即使在同步讨论中，变异也在继续，因为一位教职员们介绍了讨论自己，而另一个人则指定了一个以学生为中心的讨论旋转学生领导者。由于这两个部分都在学习管理系统中完全持有并分享相同的课程教科书和主要作业，所以有必要发现学生可能在课程的其他元素内经历的差异，例如通过管理的同步聊天对每个课程结束的一次性调查。如果学生们首选的一个特定的参与方法，研究人员很好奇，因此，在比任何其他人进一步进一步参与课程材料中。基本站点活动数据，来自学习管理系统的聊天数据和消息数据也针对学生的最终成绩进行统计检查，以确定是否存在任何重要的关系。除了学习两门课程中的学生群体的基本人口和描述性信息，研究人员就课程本身的经验获得了视角。同步聊天的频率和过程中出现的详细信息，学生和教练的沟通，以及学生对课程，教练和同学的思考方式。最终结果还表明了学生如何与教师带领聊天的感觉相反的混合响应，而他们将自己带领聊天。最终的统计结果表明，在最终成绩和总网站活动以及课程中的聊天活动方面表现出积极的结果。

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