Investigating the Experiences of Online Instructors while engaging and empowering non-traditional learners in eCampus

• Published in: Education and information technologies Vol. 28; no. 1; pp. 237 - 253
• Main Author: Ren, Xinyue
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.01.2023; Springer; Springer Nature B.V
• Subjects: Barriers; Book publishing; College Faculty; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Course Content; COVID-19; Distance Education; Education; Education parks; Education, Higher; Educational Technology; Epidemics; Higher Education; Information Systems Applications (incl.Internet); Investigations; Learner Engagement; Nontraditional Students; Online Courses; Pandemics; Qualitative research; School facilities; Social aspects; Social networks; Student Participation; Teaching Experience; Teaching Methods; United States; User Interfaces and Human Computer Interaction; United States; Online education; eCampus (e-learning campus); Non-traditional learners; Student engagement; Online instructors
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-022-11153-x

The purpose of the qualitative study was to investigate instructors’ experiences of engaging non-traditional learners in eCampus. Online education was rapidly growing in many higher education institutions, especially during the pandemic. However, a high attrition rate could negatively impact student success. Research findings showed that engagement was a significant factor to increase students’ online retention. Due to the flexibility and accessibility of online education, there was a high demand among non-traditional learners. However, limited research has been conducted to explore instructors’ experiences while engaging non-traditional learners in eCampus. In the general qualitative study, twelve online instructors were recruited, and interviews and document analysis were used to collect data. The findings showed that instructors faced both challenges and opportunities while increasing engagement among non-traditional learners in online programs. These indicated the need for the diversity of course design, relationship and community building, the flexibility of engagement criteria, and the unpredictability of emotional engagement. Institutional support and resources were recommended to improve the future teaching practices and the success of online learners with underrepresented backgrounds.