Garas-York

Exploring Student Engagement in an Online Course

Keli Garas-York, SUNY Buffalo State

Abstract

Student engagement in a collaborative assignment (high-impact practice) as part of an online graduate literacy course was examined. Data were gathered across three weeks of online discussions as part of a Student Assistance Team (SAT) assignment. The findings demonstrated that student engagement can be high in an online course, particularly when graduate students interact with both the course content and their classmates. In addition, it was found that student engagement in a collaborative assignment can support the transfer of course content learned to additional course assignments.

Keywords: student engagement, online instruction, and high-impact practices



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