Institutions seeking to support online engagement should prioritize affective engagement support and address personal environmental barriers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because support for affective engagement predicted all three engagement dimensions, the authors conclude that "This finding underlines the importance of support for affective engagement" and recommend institutions attend to it. They also list institutional roles beyond the course level: mitigating "barriers in the personal environment" such as transportation, computer and internet access, and technical support; providing institutional community supports like writing labs and counseling not attached to specific courses; and supporting learner characteristics such as self-regulation, social-emotional skills, and academic competency.

Design Implications¶

Context¶

Requirements¶

• Institutional support structures spanning course and non-course contexts, and repeated measurement of engagement to see the impact of support efforts

Constraints¶

• The learner-characteristics facilitators are, in the authors' words, the type "least well-explored in our new model" and need additional research; findings come from one Colombian university

Target Learners¶

• online and blended learners in higher education

Target Learning Goals¶

• affective, behavioral, and cognitive engagement in online and blended courses

Affordances¶

• Ace Framework Expanded Institutional Community

Related Strategies¶

Examples¶

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Key Sources¶

• Graham, C., Borup, J., Tuiloma, S., Martínez Arias, A., Parra Caicedo, D., Larson, R. (2023). Institutional support for Academic Engagement in online and blended learning environments: Exploring affective, behavioral, and cognitive dimensions. Online Learning, 27(3), 4-40. https://doi.org/10.24059/olj.v27i3.4001