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Improving Engagement Among Full Time Online Learners

Cable, Joshua (2022) Improving Engagement Among Full Time Online Learners. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The COVID-19 pandemic created an unprecedented shift to online learning. For many school systems, online learning came with challenges to student engagement and success. The cohort in this study experienced a failure rate of approximately 30 percent compared to just one percent of their brick-and-mortar peers. This study explores engagement preferences among full- time online learners from the class of 2021 in one suburban high school in Pennsylvania. Participants in this study were selected due to having experienced traditional brick-and-mortar education, synchronous online learning, and asynchronous online learning all within one calendar year. Several best practice models for designing an engaging online learning experience are reviewed and used to develop a mixed-methods study. Participants completed a survey and participated in a focus-group discussion to describe what practices and resources best engage them as full-time online learners. The survey and discussion questions were developed by adapting the domains of the Online Learning Environments Survey and the standards found in the National Quality Standards for Online Teaching. Participant responses revealed a preference for asynchronous access to online lessons and activities. Responses also highlighted the importance of building opportunities for social interaction and online community. The researcher used participant responses and elements from the best practice models reviewed in the literature to make program recommendations that support engagement among full-time online learners.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Cable, Joshuajoshcable261@gmail.comjsc83
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKirk,
Committee MemberTrahan,
Committee MemberTaylor,
Date: 31 August 2022
Date Type: Publication
Defense Date: 14 April 2022
Approval Date: 31 August 2022
Submission Date: 2 August 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 96
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Remote Online Engagement Virtual
Date Deposited: 31 Aug 2022 16:01
Last Modified: 31 Aug 2022 16:01


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