Strategies for Fostering Graduate Students’ Engagement in Online Education

Lori Rainchuso*, MCPHS University
Kirstie Eastwood, Nelson Mandela University
Shanti Freundlich, MCPHS University
Christina Mullikin, MCPHS University
Carolann Speranzo, MCPHS University** 
A. David Lewis, MCPHS University

https://doi.org/10.9743/JEO.2026.23.1.13

Abstract

This study explored online graduate faculty attitudes toward strategies for fostering student engagement and whether these were influenced by teaching experience. Using a descriptive, cross-sectional design, and a modified validated questionnaire (29 items), both quantitative and qualitative analyses were conducted. Findings highlighted the importance of faculty-to-learner (e.g., announcements, course orientation) and faculty-to-content (e.g., diverse content formats, structured discussions) engagement. While student-led presentations and icebreaker discussions were highly valued, learner-to-learner engagement strategies showed less consistency. Teaching experience modestly influenced engagement strategies. Themes included Course Design and Delivery, Faculty-to-Learner Engagement, Faculty-to-Content Engagement, and Learner-to-Learner Engagement.

 Keywords: engagement, higher education, online learning

*Corresponding Author: lori.rainchuso@mcphs.edu

**This paper is dedicated to the memory of Dr. Carolann Marie Speranzo