Abstract:

Purpose:
This session will challenge regular and special education teachers and professors to enhance learner interaction in P-12 and higher education online learning environments. Some suggest that online environments lack a sense of community that can be found in face-to-face classes. This session will provide participants with best practices such as Universal Design Principles that will engage students with multiple means of engagement for community building. It will include innovative pedagogies and technologies that enhance learner interaction regardless of cultural, linguistic or ability diversity. When students are fully engaged in learning the content, they are eager to apply what they know, and desire to learn more.

At the end of the session participants will be able to:
1. Identify factors that impact engagement
2. Describe how engagement can be enhanced in online environments
3. Describe evidence-based practices that increase online learner engagement.

Overview:
Research in neuroscience and the physiology of learning demonstrates the strong link between emotion and cognition; little real learning occurs in the absence of the strong, positive emotions engendered by deep engagement, motivation and interest and caring. Active engagement in the learning process is a cornerstone of meaningful educational outcomes. Educational research has consistently confirmed that engaged, empowered learners are more likely to undertake challenging activities, to be actively engaged, to enjoy and adopt a deep approach to learning, and to exhibit enhanced performance, persistence, and creativity. Several factors impact the engagement of individual students in the learning process. Motivation, interest and caring can be considered key or essential to nurturing and eliciting student engagement. Engagement by individual students in the learning process is strongly influenced by their motivation. Motivation, in this context, has been defined as a “state of readiness” that fluctuates with time, according to the situation and circumstances. Student learning of skills and strategies requires sustained attention, effort and engagement in instructional activities. Students who are motivated are more likely to engage in activities that help them learn and achieve. Thus, understanding what motivates individual online learners is crucial. However, most learners are motivated by success; instructors can provide opportunities for success by setting clear expectations, providing meaningful feedback, and additional resources. Learners differ significantly from one another with regard to what attracts their attention and engage their interests. The interest of individual learners also differs over time and circumstance. Caring has not always been seen as an important factor in online learning. However, a growing body of research suggests that online students need to feel that the instructor and other students care that they learn. Vital to the ongoing engagement of online learners, especially those whose intellectual, behavioral, emotional or physical characteristics may increase the challenge of learning online are:
(a) the ability of students to self-regulate their learning,
(b) the interaction relationships available in the online experience, and
(c) the accessibility of online course content.

Keywords:

Engagement, Online Learning, Universal Design for Learning, Technology.