Running head: Online Learning & Engagement Valencia 1

Online Learning and Engagement

Jennifer Valencia

Arizona State University

RDG 323: Literacy Process/Content Areas

Professor Trombley

19 September 2020
Online Learning & Engagement 2

Online Learning/Engagement Survey

In my survey I mainly asked about engagement and what works for students and what

does not. Something that stood out to me was that a majority of my respondents said that

individual work helped them learn better since in my experience that is usually the opposite,

except this individual explained that their response was based on online learning. Which brings

me to another point about online learning and collaboration: break out rooms are not very

popular. It was marked as one of the activities that have not been helpful to their learning. Most

of the responses for why this was the case said that they were “awkward” because students

would be more reserved online than in-person. I think this can also be said for class discussions;

respondents made it clear that there was a difference in class discussions online and class

discussions in person. They were less inclined to participate in a discussion online. Caitlin R.

Tucker emphasizes “a good online discussion can be a great way to build community and

communication skills...I would like to see teachers prioritize student-centered learning by

developing online communities...” (Tucker n.d.). She continues to give tips such as doing ice

breakers for how to build such a community. Icebreakers are important because they really do

help students get familiar with their classmates; it will at the very least help them learn each

other's names. I do believe though that team building will help the awkwardness that students

feel in break out rooms and discussions.

Through my survey I also found that there is a wide range of preferences that students

have for activities and ways of learning. I gave the option to “select all that apply” when I asked

questions about tools/activities that worked and didn’t work for them and while there was always

a popular one in each question, all of the other options were still represented. This is why

teachers should work to create a balance that keeps all of the students’ best interests in mind.
Online Learning & Engagement 3

Like Judith L. Irvin, Julie Meltzer and Melinda S. Dukes mention, “Classroom environments and

teacher actions can sustain and encourage, or undermine, student motivation and engagement in

academic literacy tasks.” (Irvin, Meltzer, & Dukes 2007). It is up to the teacher to take note of

the students that are in their classrooms and their needs in order to best support them. I believe

that is how teachers can find the best ways to keep their students engaged.
Online Learning & Engagement 4

References:

Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007). Chapter One: Student Motivation, Engagement,

and Achievement. ​Taking action on adolescent literacy, an implementation guide for

school leaders​. Alexandria, VA: Association for Supervision and Curriculum

Development.

Tucker, C. R. (n.d.). ​Successfully Taking Offline Classes Online​ (Vol. 77, Rep.). An Educational

Leadership Special Report: A New Reality: Getting Remote Learning Right (10-14).