Using the Online Engagement Framework to Improve Student Engagement in Online Courses: Based on Process Data Analysis of Two Different Courses
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Online learning has grown rapidly over the past decade or so to become an important part of higher education. There have been more studies highlighting the importance of student learning engagement in traditional classrooms, while research on how to effectively enhance multidimensional student engagement in online courses is still relatively limited. This study aims to explore the effectiveness of the Online Engagement Framework(OEF) in enhancing learners' multidimensional online learning engagement in different online course types by applying it. Therefore, a quasi-experimental study was conducted, involving 120 students who were randomly allocated to two distinct course types. Process data from both courses were systematically collected, processed, and analyzed to evaluate the practical effectiveness of the framework. The results of the study show that the two online courses designed using the OEF have different degrees of improvement in learners' behavioral, cognitive, emotional and social engagement. In contrast, practical courses performed better in cognitive and emotional engagement, while students in theoretical courses were more actively participated in discussions and social interactions, demonstrating higher social engagement. This study provides an important theoretical basis and practical guidance for the design and optimisation of future online courses, which can help to promote students' learning engagement in online courses and improve the effectiveness and quality of online learning.
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