Internet Learning Volume 4, Number 1, Spring 2015 | Page 19

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
Student engagement in online learning has been described as an expanding industry’
(Becker & Posner, 2012; Kim & Hoop, 2013; Rowe & Asbell-Clarke, 2007). The flexibility
available in online classes is one of the reasons for its increasing popularity in both
educational and professional settings. Online interactions are recognized and welcomed in
literature. Garrison et al. (2005) emphasized the importance of interactions in educational
setting. These interactions can be enhanced through the use of innovative and appropriate
technology.
Interaction is seen as central to an educational experience and is a primary focus in
the study of online learning. The focus on interaction in online learning emerges from the
potential and properties of new technologies to support sustained educational
communication (p. 134).
It is the responsibility of the online class provider to offer interesting and engaging
learning environments where the learners not only learn the content, but also have a positive
and safe experience. “The proliferation of offerings and options in online education
programs exacerbates the need for research into the nature and effectiveness of teaching and
learning in such environments” (Kim & Hoop, 2013, p. 79). The online interaction is
describes as sine qua non in online class environment, however, interactions alone cannot
guarantee cognitive development and content learning quality in online class environment
(Garrison, 2005).
Anderson (2008) proposed that instructors play a crucial role in facilitating online
discussions to welcome new perspectives and critical thinking that are related to the actual
content of the course. Researchers (e.g. Cheng, Paré, Collimore & Joordens, 2011; Hew and
Cheung Levin 2011; Ioannou, Demetriou & Mama (2014) proposed guidelines to make
online discussions engaging in order to create online environment suitable to cause positive
learning endeavor for the learners. The guidelines are presented in Table 1:
Table 1 Online Discussion Facilitation Guidelines
Strategies
The discussion goes on for at least a week
The syllabus shows ground rules to follow in
discussions
Ask students related questions to stimulate
discussions
The instructor adds positive comments to the
students
Application
The learners will get time to reflect on the
content shared in the posts
Learners understand the expectations
The questions asked by the instructors will
help students be engaged
Encourages learners to get engaged in the
discussion
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