Student Engagement, E-connectivity, and Creating Relationships in the Online Classroom

1. Student Engagement, E-connectivity, and Creating Relationships in the Online Classroom Presented at Missouri Distance Learning Association Conference, Kansas City, MO Omar Parks, Andree Swanson, & Vanessa Washington July 17, 2014

2. Introduction

3. Introduction • This study examined the following concepts: • Student Engagement • E-connectivity • Creating relationships • The goal was to gain a better understanding of faculty/student relationships in the online environment.

4. Six Themes of E-Connectivity • Swanson, Hutkin, Babb and Howell (2010) • Produced three domains and six themes:

5. Emerging Themes of Engagement

6. Encouraging Trust • Strong Interactive Skills • Overcoming the lack of face-to-face. • Building Camaraderie/The importance of Introductions. • Confidence to Take Risks • Creating opportunities for engagement.

7. Actively Build Trust • Address Issues Upfront • Share Class Information • Self-directed learning • Trust enables learners to bond with one another • Reducing Isolation

8. Create a Social Presence • Create Social Presence • Rich discussion threads improved social presence. • Develop Training for Faculty • Grounded in the real world. • Must be relevant to be absorbed. • Introduce new strategies “on the job”

9. Encourage Students to Collaborate • Encourage students to collaborate. • More time to think. • Various modes of stimulation. • Meeting high expectations set by the course and the instructor. • Active and collaborative learning

10. Focus on Personal Contact • Focus on Personal Contact • Create instances for active participation. • Personal contact to students.

11. Use of e-tools to increase engagement • Use e-tools to increase engagement. • More time to think. • Various modes of stimulation. • Meeting high expectations set by the course and the instructor. • Active and collaborative learning.

12. Consider agentic engagement • Consider agenctic engagement. • Student autonomy. • Different learning approaches. • Motivate in a supportive manner.

13. Conclusion Future Research

15. Parks, Washington, Swanson Themes for Engagement • Build trust • Create a social presence • Encourage collaboration • Focus on personal contact

16. Future Research • Exploration of a set of underpinning variables used to build trust (create a social presence, encourage collaboration or personal contact). • A suggested approach to assess existing student skills needed in online environment.

17. References

18. References • Karaksha, A., Grant, G., Anoopkumar-Dukie, S., Niru Nirthanan, S. S., & Davey, A. K. (2013). Student engagement in pharmacology courses using online learning tools. American Journal of Pharmaceutical Education, 77(6), 1-10. • Naidu, S. (2011). Editorial. Distance Education, 32(3), 303-305. doi:10.1080/01587919.2011.621196 • Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. doi:10.1037/a0032690  • Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-109. • Skinner, E. (2009). Using community development theory to improve student engagement in online discussion: A case study. ALT-J: Research in Learning Technology, 17(2), 89-100. • Slagter van Tryon, P. J., & Bishop, M. J. (2012). Evaluating social connectedness online: The design and development of the Social Perceptions in Learning Contexts Instrument. Distance Education, 33(3), 347-364. • Swanson, A., Hutkin, R., Babb, D., & Howell, S. (2010, Sep). Establishing the best practices for social interaction and e-connectivity in online higher education classes. Doctoral dissertation, University of Phoenix, Arizona. Publication Number: 3525517. Retrieved from http://gradworks.umi.com/3525517.pdf • Watson, K., McIntyre, S., & McArthur, I. (2010).Trust and relationship building: Critical skills for the future of design education in online contexts. Iridescent: Icograda Journal of Design Research, 1 (1).

19. Biographies

20. Omar Parks, DBA • Dr. Omar Parks is an Assistant Professor in the Forbes School of Business at Ashford University. • He holds a Doctorate of Business Administration in Management from Argosy University, a Master of Arts in Education in Adult Education and Distance Learning from the University of Phoenix, and a Bachelor of Fine Arts in Theatre and Dance from the University of Wyoming. • See more at: http://www.ashford.edu/community/omar-parks-business.htm#sthash.bbUBUgn8.dpuf

21. Vanessa Washington, PhD • Dr. Vanessa Washington is an Assistant Professor in the Forbes School of Business at Ashford University. • She has a PhD in Organizational Management from Capella University, a Master of Business Administration from Bellevue University, and a Bachelor’s degree in Business Education from the University of Nebraska. • See more at: http://www.ashford.edu/community/12765.htm#sthash.W5rP7drh.dpuf

22. Andree Swanson, EdD • Dr. Andree Swanson is a full-time Assistant Professor in the Forbes School of Business at Ashford University. • She earned a Bachelor’s degree in Business Administration and Management from the University of Maryland European Division, a Masters of Human Relations from the University of Oklahoma, a Masters of Arts in Organizational Management from the University of Phoenix, and a Doctorate in Educational Leadership from the University of Phoenix. • See more at: http://www.ashford.edu/community/12732.htm#sthash.7WpLD0BL.dpuf