Yıl 2020, Cilt 21 , Sayı 1, Sayfalar 101 - 120 2020-01-01

Engagement in Distance Education Settings: A Trend Analysis

Ayse BAGRIACIK YILMAZ [1] , Phil BANYARD [2]


This study examined studies focusing on student engagement in distance education using a trend analysis technique. 154 studies published in web of science database were included in the study. Analysis showed that there is an increasing effort to understand student engagement. Researchers are mostly focusing on instructional design and educational technology. More effort is needed in the area of distance education systems and theories. The findings offer support for Chickering and Gamson’s Seven Principles of Good Practice as important in promoting student engagement in distance education. However, six new components were added to these principles: media properties, student characteristics, teaching method, course/content design, innovative techniques, and instructor competencies.
online education, student engagement, distance education, seven principles of good practice, systematic review
  • Adwan, J. (2016). Dynamic online peer evaluations to improve group assignments in nursing e-learning environment. Nurse Education Today, 41, 67-72. doi:10.1016/j.nedt.2016.03.028 Anadolu University (2017). Retrieved June 04, 2017 from https://www.anadolu.edu.tr/universitemiz/ sayilarla-universitemiz/ogrenci-sayilari/2016-2017-ogrenci-sayilari/haziran-2017 Andrew, L., Ewens, B., Maslin-Prothero, S.. (2015). Enhancing the online learning experience using virtual interactive classrooms. Australian Journal of Advanced Nursing, 32(4), 22. Retrieved June 05, 2017 from http://www.ajan.com.au/Vol32/Issue4/3Andrew.pdf Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e‐tivities. British Journal of Educational Technology, 41(6), 922-935. doi:10.1111/j.1467-8535.2009.01013.x Bernat, F., & Frailing, K. (2015). Perfecting lessons learned for criminal justice online graduate education: Reflection, integration, and application. Journal of Criminal Justice Education, 26(3), 330-353. do i:10.1080/10511253.2015.1036090 Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 1-18, 299-316. doi: 10.1080/01587919.2018.1476845 Boston, W. E., Ice, P., & Gibson, A. M. (2011). Comprehensive assessment of student retention in online learning environments. School of Arts and Humanities. Retrieved June 07, 2017 from https:// digitalcommons.apus.edu/cgi/viewcontent.cgi?article=1000&context=facultySAH Boyle, F., Kwon, J., Ross, C., & Simpson, O. (2010). Student–student mentoring for retention and engagement in distance education. Open Learning, 25(2), 115-130. doi:10.1080/02680511003787370 Bozkurt, A., Kumtepe, E. G., Kumtepe, A. T., Aydin, I. E., Bozkaya, M., & Aydin, C. H. (2015). Research trends in Turkish distance education: A content analysis of dissertations, 1986-2014. European Journal of Open, Distance and E-learning, 18(2), 1-21. doi:10.1515/eurodl-2015-0010 Brinton, C. G., Rill, R., Ha, S., Chiang, M., Smith, R., & Ju, W. (2015). Individualization for education at scale: MIIC design and preliminary evaluation. IEEE Transactions on Learning Technologies, 8(1), 136-148. doi:10.1109/TLT.2014.2370635 Carpenter, S., Reddix, R., & Martin, D. (2016). Pills, thrills, and pharmacology drills! Strategies to increase student retention in an entry-level nursing pharmacology course. Teaching and Learning in Nursing, 11(4), 179-183. doi:10.1016/j.teln.2016.04.002 117 Chae, S. E., & Shin, J. H. (2016). Tutoring styles that encourage learner satisfaction, academic engagement, and achievement in an online environment. Interactive Learning Environments, 24(6), 1371-1385. doi:10.1080/10494820.2015.1009472 Chen, J., Luo, N., Liu, Y., Liu, L., Zhang, K., & Kolodziej, J. (2016). A hybrid intelligence-aided approach to affect-sensitive e-learning. Computing, 98(1-2), 215-233. doi:10.1007/s00607-014-0430-9 Chen, P. S. D., Gonyea, R., & Kuh, G. (2008). Learning at a distance: Engaged or not?. Innovate: Journal of Online Education, 4(3), 3. Retrieved April 10, 2017 from http://nsuworks.nova.edu/cgi/ viewcontent.cgi?article=1058&context=innovate Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7. Retrieved February 08, 2017 from http://files.eric.ed.gov/fulltext/ED282491. pdf Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin (October), 3–6. Retrieved February 08, 2017 from http://sphweb.bumc.bu.edu/ otlt/teachingLibrary/Technology/seven_principles.pdf Clark, R. E. (1994). Media will never influence learning. Educational technology research and development, 42(2), 21-29. doi:10.1007/BF02299088 Clark, S. E. (1995). The generation effect and the modeling of associations in memory. Memory & Cognition, 23(4), 442-455. doi:10.3758/BF03197245 Cochran, J. D., Campbell, S. M., Baker, H. M., & Leeds, E. M. (2014). The role of student characteristics in predicting retention in online courses. Research in Higher Education, 55(1), 27-48. doi:10.1007/ s11162-013-9305-8 Conway, S. E., Johnson, J. L., & Ripley, T. L. (2010). Integration of team-based learning strategies into a cardiovascular module. American journal of pharmaceutical education, 74(2), 35. doi:10.5688/ aj740235 Costas, R., & van Bochove, C. (2012, Sep). On the relationship between author collaboration and impact of scientific publications. Paper presented at 17th international conference on science and technology indicators, Canada. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. California: Sage. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Retrieved January 11, 2017 from http://www.worldcat.org/title/finding-flow-the-psychology-of-engagement-witheveryday-life/oclc/316021272/viewport Deci, E. L., & Ryan, R. M. (2004). Handbook of self-determination research. Rochester, NY: University of Rochester Press. Retrieved January 07, 2017 from http://www.worldcat.org/title/handbook-ofself-determination-research/oclc/249185072/viewport Franklin, J. (1999). Structure and domain-independence in the formal sciences. Studies in History and Philosophy of Sciences, 30(4), 721–723. doi: 10.1016/S0039-3681(99)00022-9 Fukuzawa, S., & Boyd, C. (2016). Student engagement in a large classroom: using technology to generate a hybridized problem-based learning experience in a large first year undergraduate class. Canadian Journal for the Scholarship of Teaching and Learning, 7(1), 7. doi:10.5206/cjsotl-rcacea.2016.1.7 George-Walker, L. D., & Keeffe, M. (2010). Self‐determined blended learning: a case study of blended learning design. Higher Education Research & Development, 29(1), 1-13. doi:10.1080/07294360903277380 Goktas, Y., Kucuk, S., Aydemir, M., Telli, E., Arpacik, O., Yildirim, G., & Reisoglu, I. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory and Practice, 12(1), 191-199. Retrieved June 13, 2017 from http://www.kuyeb. com/pdf/en/8ecf88b0ec56544a81b24731d44b685610b.pdf 118 Gregory, S., & Masters, Y. (2012). Real thinking with virtual hats: A role-playing activity for pre-service teachers in Second Life. Australasian Journal of Educational Technology, 28(3). doi:10.14742/ ajet.843 Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australasian Journal of Educational Technology, 19(1). doi:10.14742/ajet.1701 Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236. doi:10.1016/j.compedu.2015.10.010 Hung, J. L., & Zhang, K. (2012). Examining mobile learning trends 2003–2008: A categorical meta-trend analysis using text mining techniques. Journal of Computing in Higher education, 24(1), 1-17. doi:10.1007/s12528-011-9044-9 Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4). doi:10.1111/j.1467-8535.2011.01183.x Karatas, S., Ozcan, S., Polat, E., Yilmaz, Y., & Topuz, A. C. (2014). Trends in Distance Education: Theories and Methods. Handbook of Research on Emerging Priorities and Trends in Distance Education: Communication, Pedagogy, and Technology: Communication, Pedagogy, and Technology, 141. Karatas, S., Bagriacik-Yilmaz, A., Dikmen, C. H., Ermis, U. F., Gurbuz, O. (2017). Interaction in Distance Education Environments: A Trend Analysis. Quarterly Review of Distance Education, 18(1), 63-82. Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational technology, 38(5), 20-23. Kilic-Cakmak, E., Kukul, V., Cetin, E., Berikan, B., Kandemir, B., Pamukcu, B. S., Taskin, N., & Marangoz, M. (2015). 2013 yili egitim teknolojileri arastirmalarinin incelenmesi: AJET, BJET, C&E, ETRD, ETS ve L&I dergileri. Egitim Teknolojisi Kuram ve Uygulama, 5(1), 128-160. doi:10.17943/ etku.17190 Kozma, R. B. (1991). Learning with media. Review of educational research, 61(2), 179-211. Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational technology research and development, 42(2), 7-19. doi:10.1007/BF02299087 Kuh, G. D. (2003). What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32. doi:10.1080/00091380309604090 Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706. Retrieved January 12, 2017 from https://eric. ed.gov/?id=EJ868898 Kuiper, A., Solomonides, I., & Hardy, L. (2015). Time on task in intensive modes of delivery. Distance Education, 36(2), 231-245. doi:10.1080/01587919.2015.1055058 Landis, J. R. & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. doi:10.2307/2529310 Kumar, S. S., & Shastry, P. M. (2019). Analysis of Student Engagement and Course Completion in Massive Open Online Courses. In Integrated Intelligent Computing, Communication and Security (pp. 447- 458). Singapore: Springer. Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20(2), 81-97. Retrieved June 08, 2017 from http://llt.msu.edu/ issues/june2016/lee.pdf Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34. doi:10.1016/j.iheduc.2014.09.005 119 Maisonneuve, H., Chambe, J., Lorenzo, M., & Pelaccia, T. (2015). How do general practice residents use social networking sites in asynchronous distance learning?. BMC medical education, 15(1), 154. doi:10.1186/s12909-015-0435-x Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic review of two decades (1995 to 2014) of research on synchronous online learning. American Journal of Distance Education, 31(1), 3-19. doi:10.1080/08923647.2017.1264807 Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22(1), 205-222. doi:10.24059/olj.v22i1.1092 Matthews, K. E., Andrews, V., & Adams, P. (2011). Social learning spaces and student engagement. Higher Education Research & Development, 30(2), 105-120. doi:10.1080/07294360.2010.512629 Mehvar, R. (2010). A participation requirement to engage students in a pharmacokinetics course synchronously taught at a local and distant campus. American journal of pharmaceutical education, 74(7), 118. doi:10.5688/aj7407118 Moore II, E., Utschig, T. T., Haas, K. A., Klein, B., Yoder, P. D., Zhang, Y., & Hayes, M. H. (2008). Tablet PC technology for the enhancement of synchronous distributed education. IEEE Transactions on Learning Technologies, 1(2), 105-116. doi:10.1109/TLT.2008.19 Neumann, D. L., & Hood, M. (2009). The effects of using a wiki on student engagement and learning of report writing skills in a university statistics course. Australasian Journal of Educational Technology, 25(3). doi:10.14742/ajet.1141 Northey, G., Bucic, T., Chylinski, M., & Govind, R. (2015). Increasing student engagement using asynchronous learning. Journal of Marketing Education, 37(3), 171-180. doi:10.1177/0273475315589814 NSSE, (2017). About NSSE. Retrieved May 10, 2017 from http://nsse.indiana.edu/html/about.cfm Park, J. H., Schallert, D. L., Sanders, A. J., Williams, K. M., Seo, E., Yu, L. T., Vogler, J. S., ... & Knox, M. C. (2015). Does it matter if the teacher is there?: A teacher’s contribution to emerging patterns of interactions in online classroom discussions. Computers & Education, 82, 315-328. doi:10.1016/j. compedu.2014.11.019 Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97. doi:10.1016/j.iheduc.2016.01.001 Protsiv, M., Rosales-Klintz, S., Bwanga, F., Zwarenstein, M., & Atkins, S. (2016). Blended learning across universities in a South–North–South collaboration: a case study. Health research policy and systems, 14(1), 67. doi:10.1186/s12961-016-0136-x Rienties, B., Lewis, T., McFarlane, R., Nguyen, Q., & Toetenel, L. (2018). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Computer Assisted Language Learning, 31(3), 273-293, doi: 10.1080/09588221.2017.1401548 Shneiderman, B., Alavi, M., Norman, K., & Borkowski, E. Y. (1995). Windows of opportunity in electronic classrooms. Communications of the ACM, 38(11), 19-24. doi:10.1145/219717.219725 Simpson, O. (2013). Student retention in distance education: are we failing our students?. Open Learning: The Journal of Open, Distance and e-Learning, 28(2), 105-119. doi:10.1080/02680513.2013.847 363 Snodgrass, S. (2011). Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills. Australasian Journal of Educational Technology, 27(4). doi:10.14742/ajet.938 120 Stebbings, S., Bagheri, N., Perrie, K., & Blyth, P. (2012). Blended learning and curriculum renewal across three medical schools: The rheumatology module at the University of Otago. Australasian Journal of Educational Technology, 28(7). doi:10.14742/ajet.795 Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and teacher education, 26(3), 455-465. doi:10.1016/j.tate.2009.06.006 Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5). doi:10.14742/ajet.2232 Thoms, B., & Eryilmaz, E. (2014). How media choice affects learner interactions in distance learning classes. Computers & Education, 75, 112-126. doi:10.1016/j.compedu.2014.02.002 Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The internet and higher education, 24, 1-12. doi: doi.org/10.1016/j.iheduc.2014.07.001 Tower, M., Walker, R., Wilson, K., Watson, B., & Tronoff, G. (2015). Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes. The International Journal of the First Year in Higher Education, 6(1), 121. doi:10.5204/ intjfyhe.v6i1.251 Tsai, C. W. (2015). The effect of online co-regulated learning in the implementation of team-based learning on improving students’ involvement. Higher Education Research & Development, 34(6), 1270- 1280. doi:10.1080/07294360.2015.1024631 van Oordt, T., & Mulder, I. (2016). Implementing basic e-learning tools into an undergraduate taxation curriculum. Meditari Accountancy Research, 24(3), 341-367. doi:10.1108/MEDAR-08-2015-0054 Wanner, R. A., Lewis, L. S., & Gregorio, D. I. (1981). Research productivity in academia: a comparative study of the sciences, social sciences and humanities. Sociology of Education, 54(4), 238–253. doi: 10.2307/2112566 Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354- 369. doi:10.1016/j.compedu.2015.07.008 Williams, K. M., Stafford, R. E., Corliss, S. B., & Reilly, E. D. (2018). Examining student characteristics, goals, and engagement in Massive Open Online Courses. Computers & Education, 126, 433-442, doi: /10.1016/j.compedu.2018.08.014 Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827. doi:10.1016/j. compedu.2012.03.016 Yildirim, A., & Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri (Qualitative research methods in social sciences). Ankara: Seckin. Xie, K. (2013). What do the numbers say? The influence of motivation and peer feedback on students’ behaviour in online discussions. British Journal of Educational Technology, 44(2), 288-301. doi:10.1111/j.1467-8535.2012.01291.x Zawacki-Richter, O., Backer, E. M., & Vogt, S. (2009). Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns. The International Review of Research in Open and Distributed Learning, 10(6), 21-50. doi:10.19173/irrodl.v10i6.741 Zawacki‐Richter, O., & von Prummer, C. (2010). Gender and collaboration patterns in distance education research. Open Learning, 25(2), 95-114. doi:10.1080/02680511003787297
Birincil Dil en
Konular Sosyal
Bölüm Articles
Yazarlar

Orcid: 0000-0002-9971-2440
Yazar: Ayse BAGRIACIK YILMAZ (Sorumlu Yazar)
Kurum: Department of Computer Education and Instructional Technologies Aydin Adnan Menderes University Aydin, TURKEY
Ülke: Turkey


Yazar: Phil BANYARD
Kurum: School of Social Sciences Nottingham Trent University Nottingham, UK
Ülke: United Kingdom


Tarihler

Yayımlanma Tarihi : 1 Ocak 2020

Bibtex @araştırma makalesi { tojde690362, journal = {Turkish Online Journal of Distance Education}, issn = {1302-6488}, address = {}, publisher = {Anadolu Üniversitesi}, year = {2020}, volume = {21}, pages = {101 - 120}, doi = {10.17718/tojde.690362}, title = {Engagement in Distance Education Settings: A Trend Analysis}, key = {cite}, author = {BAGRIACIK YILMAZ, Ayse and BANYARD, Phil} }
APA BAGRIACIK YILMAZ, A , BANYARD, P . (2020). Engagement in Distance Education Settings: A Trend Analysis. Turkish Online Journal of Distance Education , 21 (1) , 101-120 . DOI: 10.17718/tojde.690362
MLA BAGRIACIK YILMAZ, A , BANYARD, P . "Engagement in Distance Education Settings: A Trend Analysis". Turkish Online Journal of Distance Education 21 (2020 ): 101-120 <https://dergipark.org.tr/tr/pub/tojde/issue/52523/690362>
Chicago BAGRIACIK YILMAZ, A , BANYARD, P . "Engagement in Distance Education Settings: A Trend Analysis". Turkish Online Journal of Distance Education 21 (2020 ): 101-120
RIS TY - JOUR T1 - Engagement in Distance Education Settings: A Trend Analysis AU - Ayse BAGRIACIK YILMAZ , Phil BANYARD Y1 - 2020 PY - 2020 N1 - doi: 10.17718/tojde.690362 DO - 10.17718/tojde.690362 T2 - Turkish Online Journal of Distance Education JF - Journal JO - JOR SP - 101 EP - 120 VL - 21 IS - 1 SN - 1302-6488- M3 - doi: 10.17718/tojde.690362 UR - https://doi.org/10.17718/tojde.690362 Y2 - 2019 ER -
EndNote %0 Turkish Online Journal of Distance Education Engagement in Distance Education Settings: A Trend Analysis %A Ayse BAGRIACIK YILMAZ , Phil BANYARD %T Engagement in Distance Education Settings: A Trend Analysis %D 2020 %J Turkish Online Journal of Distance Education %P 1302-6488- %V 21 %N 1 %R doi: 10.17718/tojde.690362 %U 10.17718/tojde.690362
ISNAD BAGRIACIK YILMAZ, Ayse , BANYARD, Phil . "Engagement in Distance Education Settings: A Trend Analysis". Turkish Online Journal of Distance Education 21 / 1 (Ocak 2020): 101-120 . https://doi.org/10.17718/tojde.690362
AMA BAGRIACIK YILMAZ A , BANYARD P . Engagement in Distance Education Settings: A Trend Analysis. Turkish Online Journal of Distance Education. 2020; 21(1): 101-120.
Vancouver BAGRIACIK YILMAZ A , BANYARD P . Engagement in Distance Education Settings: A Trend Analysis. Turkish Online Journal of Distance Education. 2020; 21(1): 120-101.