Broadening Our Conceptions of Online Engagement: Adding to Conventional Measures

• In Event: 52.073 - Online Teaching and Learning SIG Paper Session 6

Abstract

In this paper, we build on previous research examining online reading and writing patterns in fully online graduate courses in Education examining a dataset of six courses collected over three years. We are looking specifically at the reading, writing and revisiting patterns of those students who are least “visible” in their participation patterns--because students who contribute fewer written entries may appear less engaged, yet may be learning in other ways. Cluster analyses suggest over half the sample were less visible in their participation patterns, emphasizing the importance of this research. Relationships between cluster, final course marks and revisiting patterns are presented. Case study examples, pedagogical implications and future research are explored.

Authors

• Lesley Wilton, University of Toronto - OISE

• Clare M. Brett, University of Toronto