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Journal Issue
Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial for EJEL Volume 15 Issue 2  pp105‑106

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Active Learning: Engaging Students To Maximize Learning In An Online Course  pp107‑115

Arshia Khan, Ona Egbue, Brooke Palkie, Janna Madden

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Abstract

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face‑to‑face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are presented in this paper, including perspectives on the design of courses to facilitate student engagement as well as best practices of design and delivery of online courses. Finally, this paper emphasizes the importance of deliberate course design in the pursuit of actively engaging students in online course settings. 

 

Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations

 

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Nurul Adila Hamdan, Maslawati Mohamad, Shahizan Shaharuddin

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Open Distribution of Virtual Containers as a Key Framework for Open Educational Resources and STEAM Subjects  pp126‑136

Alberto Corbi, Daniel Burgos

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Iphras as an E‑Learning Platform for Idiomatic Competence  pp137‑143

Teodora Kiryakova-Dineva, Milena Levunlieva, Vyara Kyurova

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Lessons Learned From Implementing E‑Learning for the Education of Health Professionals in Resource‑Constrained Countries  pp144‑155

Manu Gupta, Sophie Marsden, Tony Oluka, Reetu Sharma, Henry Lucas

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An Evaluation of the Effectiveness of the use of Multimedia and Wiley Plus Web‑Based Homework System in Enhancing Learning in The Chemical Engineering Extended Curriculum Program Physics Course  pp156‑173

Moses Basitere, Eunice Ndeto Ivala

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The Mediating Effects of Germane Cognitive Load on the Relationship Between Instructional Design and Students’ Future Behavioral Intention  pp174‑187

Jamie Costley, Christopher Lange

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Community in Online Higher Education: Challenges and Opportunities  pp188‑198

Lily A. Arasaratnam-Smith, Maria Northcote

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