Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE).

By Marcia D Dixson. 2015

601 citations recorded by the source corpus.

Abstract Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of engagement (via the OSE) with tracking data of student behaviors from an online course management system. It hypothesized that reported student engagement on the OSE would be significantly correlated with two types of student behaviors: observational learning behaviors (i.e., reading e-mails, reading discussion posts, viewing content lectures and documents) and application learning behaviors (posting to forums, writing e-mails, taking quizzes). The OSE was significantly and positively correlated with application learning behaviors. Results are discussed along with potential uses of the OSE by researchers and online instructors.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/25f41d556ab305963fce12309e640ec617d52aaf

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

A systematic review of research on online teaching and learning from 2009 to 2018 (2020, background): “…examined engaging learners through involvement in various learning activities (Cundell & Sheepy, 2018), student engagement through various measures (Dixson, 2015), how instructors included engagement to involve students in learning (O’Shea et al., 2015), different strategies to engage the learner…”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “Regarding online courses, engagement is one of the key factors affecting students’ persistence and improving learning efficiency (Dennen, Darabi, & Smith, 2007; Dixon, 2015; Kuh, 2003; Robinson & Hullinger, 2008).”
COURSE SATISFACTION AND STUDENT ENGAGEMENT IN ONLINE LEARNING AMID COVID-19 PANDEMIC: A STRUCTURAL EQUATION MODEL (2021, methodology): “Besides, Dixson (2015) clarified that students could use time and resources to acquire materials and skills through online learning, showing that learning, communicating with others online positively, and being at least somewhat emotionally involved with their learning.”
Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy (2020, methodology): “Research has demonstrated that activities that encouraged online and social presence, enhance and build learner confidence and increase performance are critical factors in engagement (Anderson et al. 2014; Dixson 2015).”
An Online Engagement Framework for Higher Education (2018, background): “Engagement is a widely used term, but it appears to have a range of meanings and interpretations (Dixson, 2015; Lawson & Lawson, 2013; Taylor & Parsons, 2011).”