Improving Student Engagement in Online Learning: A Case Study of a Graduate Program in Canada
Abstract
The landscape of higher education has undergone a transformative shift towards online learning globally since COVID-19. Student engagement in online learning emerges as a pivotal area of inquiry due to its critical role in learning outcomes and academic success. While extensive research has explored student engagement in traditional face-to-face settings, there remains a notable gap in understanding engagement in online learning environments, particularly at the graduate level. Adopting an integrated framework of improvement science and an online student engagement framework, this study examines the engagement experiences of graduate students in a fully online program offered by a Canadian university, utilizing a qualitative case study methodology. Through the lenses of cognitive, emotional, behavioral, collaborative, and social engagement, this study is guided by the holistic analysis of improvement science. Pedagogical, organizational, and socio-structural factors are identified as closely linked to student engagement in online learning. Strategies are proposed to improve interaction, provide personalized support, and cultivate a sense of community, while policy recommendations advocate for learner-centric approaches and quality assurance mechanisms. This study provides a better understanding of online student engagement, offering valuable insights for educators, policymakers, and institutions striving to improve the online learning environment for graduate students in Canada and beyond.
Keywords: student engagement, online learning, higher education, improvement science, case study