Title: An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments
Author: Samuel A. Helms
Key points
- Student engagement in courses is associated with positive academic outcomes
- Engagement in online spaces may present a unique challenge for academic outcomes
- This article presents a four-phase framework (e.g., instructional need, instructional design, learning environments, and summative assessment) based on existing literature as a tool to design engaging online coursework
Abstract:
This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint.
What would this look like in a course?
- Consider using survey tools to allow for student feedback.
- Use interviews, conversations, and/or formal assessments to gauge student needs at the beginning of the course and throughout.