Strategies for Fostering Graduate Students' Engagement in Online Education
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| Title: | Strategies for Fostering Graduate Students' Engagement in Online Education |
|---|---|
| Language: | English |
| Authors: | Lori Rainchuso, Kirstie Eastwood, Shanti Freundlich, Christina Mullikin, Carolann Speranzo, David Lewis |
| Source: | Journal of Educators Online. 2026 23(1). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Learner Engagement, Graduate Students, Teaching Experience, Teacher Attitudes, College Faculty, Foreign Countries, Educational Strategies |
| Geographic Terms: | United States, Canada |
| ISSN: | 1547-500X |
| Abstract: | This study explored online graduate faculty attitudes toward strategies for fostering student engagement and whether these were influenced by teaching experience. Using a descriptive, cross-sectional design, and a modified validated questionnaire (29 items), both quantitative and qualitative analyses were conducted. Findings highlighted the importance of faculty-to-learner (e.g., announcements, course orientation) and faculty-to-content (e.g., diverse content formats, structured discussions) engagement. While student-led presentations and icebreaker discussions were highly valued, learner-to-learner engagement strategies showed less consistency. Teaching experience modestly influenced engagement strategies. Themes included Course Design and Delivery, Faculty-to-Learner Engagement, Faculty-to-Content Engagement, and Learner-to-Learner Engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499279 |
| Database: | ERIC |
| Abstract: | This study explored online graduate faculty attitudes toward strategies for fostering student engagement and whether these were influenced by teaching experience. Using a descriptive, cross-sectional design, and a modified validated questionnaire (29 items), both quantitative and qualitative analyses were conducted. Findings highlighted the importance of faculty-to-learner (e.g., announcements, course orientation) and faculty-to-content (e.g., diverse content formats, structured discussions) engagement. While student-led presentations and icebreaker discussions were highly valued, learner-to-learner engagement strategies showed less consistency. Teaching experience modestly influenced engagement strategies. Themes included Course Design and Delivery, Faculty-to-Learner Engagement, Faculty-to-Content Engagement, and Learner-to-Learner Engagement. |
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| ISSN: | 1547-500X |
