As an educator, I have always prioritized engagements of learner to learner and learner to instructor level. However, in an online learning environment, I have learnt that learner to content engagement is equally important as well. Based on my readings, here is an outline of the different types of engagements and it’s strategies. It is important to keep these factors in mind to develop a holistic online curriculum for our students.

1.  Learner-to-Learner Engagement

• Minimizes boredom and isolation in online learning environment
• Enable students to feel connected and cultivate group dynamics
• Strategies: web-based applications, such as Twitter chats, Mural, Padlet, Miro, Audio and Video technology like Wimba Collaboration Suite (Martin & Bolliger, 2018)
• Expose students to more digital tools to help them gain confidence, through supporting the students in their learning journey.

2. Learner-to-Instructor Engagement

• Crucial factor to ensure higher student engagement in online courses ( Gayton & McEwen, 2007).
• Techniques to improve instructor visibility: mini videos and screen casting, proven to enhance pedagogical benefits (Martin & Bolliger, 2018)

3. Learner-to-Content Engagement

• Intellectual interaction of content that can facilitate learner’s perspectives and understanding of topic matter  (Moore, 1993).
• Example: Developing instructional videos, interactions with multimedia (Martin & Bolliger, 2018)

References

Gayton, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.
American Journal of Distance Education, 21(3), 117–132.
doi:10.1080/08923640701341653

Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22(1), 205-222. doi:10.24059/olj.v22i1.1092 https://files.eric.ed.gov/fulltext/EJ1179659.pdf

Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.),
Distance education theory (pp. 19–24). New York: Routledge.