Abstract:

The popularity of online classes is evident in both professional and academic settings. Student engagement and satisfaction are being the primary issues when designing and delivering online classes (Han and Johnson, 2012). The online environment is different than the traditional classroom setting. Online classes need different strategies to provide effective learning experiences to the users. The purpose of this study is to explore online class engagement strategies from students’ perspectives.

In order to reach the purpose, the following questions guided the study:
1. What students think about the online classes?
2. What can be done to improve the student satisfaction?
3. What can be avoided to increase student satisfaction?

A qualitative narrative approach used as the methodological framework of this study. Semistructured interview technique was used to collect data. The interviews with the participants are transcribed to ensure reliability of the data (Kvale, 1996). In order to achieve validity multiple data sources are used to collect same information. Therefore, triangulation technique is applied. 8 participants are selected randomly from an online class offered via e learning (Blackboard Learning Management System) at Texas A & M. Class information from the website, discussion forums, some emails sent to the professor and online chat recordings are used for data collection. Class information and syllabus available on the website provides information about course objective, required time for readings and class activities. Asynchronous discussion forums give idea about learner characteristics, learner involvement and class dynamic. Email transcripts between professor and the students indicated areas where the students needed help and feedback required from the professor. The documents are printed and matched with the responses of the students. The study findings highlighted the following aspects that influence students' satisfaction: A sense of anonymity, proximity from campus (whether students live away from the campus), Immediate feedback, and level of interactions in the class.

The study looked at class engagement strategies proposed by the students/participants in order to create collaborative online classes. In line with the previous studies, the paper found out that creating an inclusive environment, where students’ opinions are valued as adult learners, appropriate guidance in timely manner is provided, and an attempt is made to form a social learning community in a safe learning environment are necessary to involve the students in the online classes. Also, it is found out that students are required to be provided with correct learning resources. Navigation videos indicating how to access contents and activities can be useful in this respect. In the last section the study presented future research opportunities that can be adopted in order to support the findings and explore related aspects. The study has some limitations. But each limitation opens scopes for future research areas.

References:
(1) Han, H., & Johnson, S. D. (2012). Relationship between students’ emotional intelligence, social bond, and interactions in online learning. Journal of Educational Technology & Society, 15(1), 78-89.
(2) Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing. Thousand Oaks, CA: Sage.

Keywords:

e-learning, class engagement, student satisfaction, online class.