Students’ positive and negative reactions and feeling toward the curriculum, instructor, and peer(s), including interest, boredom, happiness, sadness, anxiety, like, dislike, feeling of belonging, valuing of learning, appreciation of success in school, and so on.
Published in Chapter:
Engage Online Learners: Design Considerations for Promoting Student Interactions
Sang Chan (Weber State University, USA) and Devshikha Bose (Boise State University, USA)
Copyright: © 2016
|Pages: 22
DOI: 10.4018/978-1-4666-9582-5.ch013
Abstract
Online learning will continue to be one of the popular modes of instruction offered by higher education institutions to accommodate different learning needs. Student engagement is critical to the success of online learning. Students should be engaged cognitively, emotionally, and behaviorally. This chapter discusses design considerations for online courses to promote student-instructor, student-student, and student-content interactions to engage students cognitively, emotionally, and behaviorally. The chapter also discusses the application of flow theory, specifically, in the design of instruction to engage students during their interaction with course content.