That synching feeling: An exploration of student engagement in an online environment

• Published in: Student success Vol. 12; no. 3; pp. 48 - 57
• Main Authors: Kelly, Kate, Lock, Edward
• Format: Journal Article
• Language: English
• Published: Brisbane QUT Library 01.12.2021; Queensland University of Technology Publications; Queensland University of Technology; University of Southern Queensland
• Subjects: Active learning; asynchronous; Asynchronous Communication; College Students; COVID-19; COVID-19 (Disease); Distance Education; Distance learning; Education, Higher; Educational Environment; Electronic Learning; Epidemics; Foreign Countries; Learner Engagement; Online instruction; online learning; Pandemics; Skill Development; skills-based units; Student Attitudes; Student engagement; Student participation; teacher presence; Teacher Student Relationship; Teachers; Web-based instruction; Australia
• ISSN: 2205-0795; 2205-0795
• DOI: 10.5204/ssj.1771

In response to the COVID-19 epidemic, universities were forced to shift to an online, remote delivery system. This paper presents the design and evaluation of two skills-based first-year units that were adapted to a predominantly asynchronous mode of delivery. The evaluation results indicate that student engagement was high, and that students felt well-supported by the strong teacher presence throughout their units. Furthermore, the impact of this engagement and support was evident in their final grades and the overall unit completion figures. These findings indicate that individualized support, teacher presence and flexibility are key factors in student success in an online environment. This suggests that asynchronous learning can be valuable to students from various academic backgrounds providing that the content and teacher are readily accessible in various formats and that the teachers are mindful of the complexities of students’ lives outside of an academic setting.