Five ways to engage students in an online learning environment




Peterson-Ahmad, Maria B.
Keeley, Randa G.

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Magna Publications


Picture a classroom and this image might appear: neat rows, faces turned to the teacher, students listening intently to every word of instruction; however, this is not usually the case and it’s especially not the case during the COVID-19 pandemic. Currently, many instructors are faced with navigating to a format in which tiny boxes showing a face, picture, or letter represent each student in the classroom. In an age of effervescent change in technology, it can be difficult for educators to keep up with the variety of ways to engage students in the online classroom. An additional consideration is engaging students with disabilities, which can provide an extra level of difficulty for effective instruction in online environments. However, research documents the importance of teacher-directed prompts that provide students with frequent opportunities to respond (e.g. Lewis et al., 2004; Sutherland & Wehby, 2001). In fact, it is recommended that the rate of prompts provided to students should be approximately 3.5 per minute (e.g. Stichter et al., 2009). It is not disputed that teacher questioning also allows for observation of student performance; therefore, it is essential that these facets continue to be embedded in online learning environments.


Article originally published in Faculty Focus. English. Published Online 2021.
Permission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/7/23


COOPE, Graphic organizers, Interactive group discussion, Online group work, Online interactions, Online movement, PearDeck, NearPod


This is the published version of an article that is available at Recommended citation: Peterson-Ahmad, M. B., & Keeley, R. G. (2021, January 27). Five ways to engage students in an online learning environment. Faculty Focus. This item has been deposited in with the author’s permission and in the absence of publisher policies.