Student Engagement in Online English Language Learning: Curriculum Design, Instructors' Teaching Presence, and Pedagogical Strategies

• In Event: Marriott Roundtable Session 10
  In Roundtable Session: Evaluating Online Programs and Learning Experiences

Abstract

This paper reports on a mixed-methods study which examined student engagement in online English language (EL) courses in vocational education. Specifically, the study investigated the extent to which the current curriculum, and instructors’ teaching presence and pedagogical strategies contributed to student engagement in online learning. It also identified personal and macro-systemic factors that contributed and hindered student engagement. Data sources included online surveys, one-on-one interviews, and document analyses. Our findings helped establish course design principles to increase students’ engagement in online English learning, as well as professional development programs to enhance online language instructors’ teaching presence and pedagogical practices. New guidelines were also developed to inform policy makers and stakeholders to rule on standards for online English language courses.

Authors

• Zulay Diaz Caceres, University of Calgary

• Kim H. Koh, University of Calgary