A Conceptual Framework for Multimodal Engagement in Online Higher Education

Abstract

ABSTRACT

As the growth of online programs continues to rapidly accelerate, there has also been an increased concern about student retention and quality of instruction. Research in the online learning environment supports a clear link between faculty engagement, learner engagement, and learning. While models and frameworks for understanding persistence in the face-to-face learning environment are well established, there is a need for establishing effective ways to monitor and evaluate online learning engagement in light of the unique characteristics of the online environment and the online learner.  The framework presented in this paper operates at the implementation level in that it allows for a thorough consideration of the critical elements inherent in the construct of engagement, and affords an opportunity for instructors to select and apply the indicators of engagement to their teaching practice.  The engagement indicators are encapsulated within eight categories: (1) Teaching presence; (2) Diversity and inclusivity; (3) Working relationships; (4) Facilitation practices; (5) Learner autonomy and empowerment; (6) Sense of community; (7) Access to technology; and (8) Trust and transparency. These categories work in unison to create an optimal online learning experience, providing valuable information regarding the distinct dimensions of the construct of engagement, and can be used to review and improve teaching practices. Each category is accompanied by reflective questions to encourage faculty to think more deeply about their current practice, and may also be used as discussion points for faculty development.