Student Engagement Practices for Computer Science Students in Online Learning Environments

Student Engagement Practices for Computer Science Students in Online Learning Environments

Stephanos Mavromoustakos (University of Windsor, Canada) and Areeba Kamal (University of Windsor, Canada)
Copyright: © 2018 |Pages: 17
DOI: 10.4018/978-1-5225-3634-5.ch004
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Abstract

Online learning has many challenges, and student engagement is one of them. Computer science students differ from most other disciplines. As a consequence, students typically find it easier to adapt to the new learning environment, but at the same time, they are more demanding on the tools and services offered to enhance their learning experience and engagement. This chapter discusses the various student engagement practices used today and their applicability to computer science students in online learning. The investigation will refer to case studies published and their relation to the concepts presented in this chapter. Computer science student engagement in online platforms is directly associated with positive learning experience from the content and context to interface to the interaction design a course embodies. Finally, a framework of best practices for student engagement for computer science students will be provided.
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Background

The rapidly emerging alternate form of education summons for the study of new modalities of learning by collecting a variety of data in enormous amounts from platforms such as Coursera, Udemy, and Udacity. The research that goes into studying and analyzing best practices for Massive Open Online Courses (MOOCs) and little cost learning platforms can seem daunting due to the varying multi-faceted effectiveness that determines the success of learning occurrence. The design of the course and discipline-specific factors complicate the study of what works for a student and what does not (Shrader et al., 2016).

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