Chronicling engagement: students’ experience of online learning over time
Open accessAbstract
Although there is ample research into student engagement in online learning, much of this investigates the student experience through surveys administered at a fixed point in time, usually at the exit point of a single unit of study or course. The study described in this paper, by contrast, aimed to understand online student engagement over a whole semester, guided by two overarching questions: What factors impact students’ engagement over a semester? What factors account for fluctuation in engagement levels over time? This paper presents results from weekly feedback on online education students’ engagement over the length of one semester at a regional Australian university. It also chronicles in more depth the experiences of one student across the same semester. The findings offer longitudinal accounts of student engagement, demonstrating that levels of engagement fluctuate and are influenced by a variety of factors.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Engagement and perceived quality levels of the online learning experience were the result of students' attitude and commitment.
“Beyond the role adopted by the instructor, Muir et al. (2019) and Norton and Hathaway (2008) found that engagement and perceived quality levels of the online learning experience were the result of students' attitude and commitment.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Muir et al. 2019
Effective learning occurred when the student was dedicated, prepared, self-motivated, had good support, and provided relevant comments that increased participation and quality interaction.
“Effective learning occurred when the student was dedicated, prepared, self-motivated, had good support (Muir et al. 2019), and provided relevant comments that increased participation and quality interaction (Reeves. and Pedulla 2011;Tang and Lam 2014).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Muir et al. 2019
Cites
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 4× · see citing works
“Students’ interpretations of their levels of engagement support the view that engagement is indeed multifaceted (Fredericks et al., 2004): it can occur along a continuum (Robinson & Hullinger, 2008), and individuals differ in their constructs of engagement.”
BackgroundInfluentialAcademic Emotions and Student Engagement
Pekrun, R., & Linnenbrink-Garcia, L. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_12 · Cited by 1,181 · see citing works
New Benchmarks in Higher Education: Student Engagement in Online Learning
Robinson, C. C., & Hullinger, H. (2008) · Journal of Education for Business · doi:10.3200/joeb.84.2.101-109 · Cited by 618 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019 · see citing works
Fan, S., Chen, L., Nair, M., Garg, S., Yeom, S., Kregor, G., Yang, Y., & Wang, Y. (2021) · Education Sciences · doi:10.3390/educsci11100608 · Cited by 41 · see citing works
- Authors
- Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B.
- Affiliations
- University of Tasmania (AU)
- Corresponding author
- Muir, Tracey
- Venue
- Distance Education
- Publisher
- Informa UK Limited
- Published
- 2019-04-03
- Volume
- 40
- Issue
- 2
- Pages
- 262-277
- ISSN
- 0158-7919 (ISSN-L)
- 1475-0198
- OpenAlex
- W2942634060
- Cited by
- 158
- References
- 3
- Citations by year
- 2026: 8 · 2025: 20 · 2024: 17 · 2023: 28 · 2022: 34 · 2021: 32 · 2020: 12 · 2019: 7
- FWCI
- 57.34
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Distance Education (publishedVersion)
- UTAS Research Repository (acceptedVersion)
- UTAS Research Repository (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Funders
- Internal University Funding (CALE Hothouse Scheme)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- student engagement, online learning, student experience
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
