Creating effective student engagement in online courses: What do students find engaging?
By Marcia D Dixson. 2010
665 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/0604b4a57ac27677867c1c6179bd405f5b91b68e
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- Yousra Banoor Rajabalee
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Citations in the corpus
- Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy (2020, methodology): “Dixson (2010) developed the Online Student Engagement (OSE) scale model using the SCEQ model of Handelsman et al. (2005) as the base model.”
- Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic (2020, methodology): “Additionally, the interaction between students must be encouraged by proposing collaborative/interactive activities that give them the opportunity to share knowledge and experiences, thus building a sense of community (Johnson and Aragon, 2003; Dixson, 2010).”
- Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. (2018, background): “Dixson (2010) reports that students found a variety of activities made them feel engaged, including course management system features, effective communication, and course facilitation strategies.”
- Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, methodology): “In the previous study (Dixson, 2010) with 186 students from six campuses using multiple learning management systems, the mean engagement was 3.41.”
- The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning (2014, background): “However, according to Dixon (2010), there is no significant difference between student engagement in active and passive activities, though the content of online learning could be used to engage students by incorporating assignments, discussion forums and web pages that help to enhance students’ soci”