Sustaining Engagement and Interaction in Distance Learning: A Longitudinal Study

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 4
  In Roundtable Session: Student Engagement in Online Learning Environments

Abstract

This study investigates longitudinal trends in student engagement and interaction in Distance Learning (DL) environments over a three-year period (2021–2024). Grounded in the Tripartite Engagement Framework and Self-Determination Theory, it explores how behavioral, emotional, and cognitive engagement evolve, and how different types of interaction (learner-content, learner-instructor, learner-learner) influence learning outcomes. Using a validated survey with 950 students, findings reveal a consistent rise in engagement, supported by effective instructor presence, multimodal content, gamification, and structured interaction. Barriers such as static content and limited peer interaction were identified in earlier years. The study offers evidence-based strategies to enhance DL design and pedagogy, promoting sustainable, inclusive, and engaging online learning environments for higher education institutions.

Authors

• Nikleia Eteokleous, Frederick University

• Raphaela Neophytou, Frederick University

• Maria Papagianni, Deloitte Development LLC