Advanced communication technology has facilitated an exponential growth in online education for decades. High dropout rates in online learning have also posted a challenge to higher education institutions. Higher education leaders search for ways to improve student retention and graduation rates. As countless research revealed, student engagement is a key ingredient in keeping students connected with the course and their learning progress. Instructors have a significant role in student engagement. Timely, substantive instructor’s feedback facilitates learning, improves student performance, and supports student retention. Feedback given from instructors plays a vital role in student’s learning and satisfaction in the online learning environment. Satisfied students are likely to continue their studies and succeed academically. Overall, student engagement is a critical approach to keep students in the program until graduation. In this paper, a quantitative study investigates student engagement and student satisfaction in an online undergraduate program in health care administration. The aim of this study is to investigate the levels of student engagement from the first-year and senior-year students as well as the correlation between student engagement and student satisfaction. As it is expected, the results derived from this study espouse the discoveries from a myriad of previous research studies. Recommendations, limitations, and future research are also discussed.
| Published in | Education Journal (Volume 9, Issue 3) |
| DOI | 10.11648/j.edu.20200903.13 |
| Page(s) | 73-79 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2020. Published by Science Publishing Group |
Student Engagement, Student Satisfaction, Student Retention, Online Learning
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APA Style
Hwangji Lu. (2020). Online Learning: The Meanings of Student Engagement. Education Journal, 9(3), 73-79. https://doi.org/10.11648/j.edu.20200903.13
ACS Style
Hwangji Lu. Online Learning: The Meanings of Student Engagement. Educ. J. 2020, 9(3), 73-79. doi: 10.11648/j.edu.20200903.13
AMA Style
Hwangji Lu. Online Learning: The Meanings of Student Engagement. Educ J. 2020;9(3):73-79. doi: 10.11648/j.edu.20200903.13
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Download@article{10.11648/j.edu.20200903.13,
author = {Hwangji Lu},
title = {Online Learning: The Meanings of Student Engagement},
journal = {Education Journal},
volume = {9},
number = {3},
pages = {73-79},
doi = {10.11648/j.edu.20200903.13},
url = {https://doi.org/10.11648/j.edu.20200903.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200903.13},
abstract = {Advanced communication technology has facilitated an exponential growth in online education for decades. High dropout rates in online learning have also posted a challenge to higher education institutions. Higher education leaders search for ways to improve student retention and graduation rates. As countless research revealed, student engagement is a key ingredient in keeping students connected with the course and their learning progress. Instructors have a significant role in student engagement. Timely, substantive instructor’s feedback facilitates learning, improves student performance, and supports student retention. Feedback given from instructors plays a vital role in student’s learning and satisfaction in the online learning environment. Satisfied students are likely to continue their studies and succeed academically. Overall, student engagement is a critical approach to keep students in the program until graduation. In this paper, a quantitative study investigates student engagement and student satisfaction in an online undergraduate program in health care administration. The aim of this study is to investigate the levels of student engagement from the first-year and senior-year students as well as the correlation between student engagement and student satisfaction. As it is expected, the results derived from this study espouse the discoveries from a myriad of previous research studies. Recommendations, limitations, and future research are also discussed.},
year = {2020}
}
TY - JOUR T1 - Online Learning: The Meanings of Student Engagement AU - Hwangji Lu Y1 - 2020/06/17 PY - 2020 N1 - https://doi.org/10.11648/j.edu.20200903.13 DO - 10.11648/j.edu.20200903.13 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 73 EP - 79 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20200903.13 AB - Advanced communication technology has facilitated an exponential growth in online education for decades. High dropout rates in online learning have also posted a challenge to higher education institutions. Higher education leaders search for ways to improve student retention and graduation rates. As countless research revealed, student engagement is a key ingredient in keeping students connected with the course and their learning progress. Instructors have a significant role in student engagement. Timely, substantive instructor’s feedback facilitates learning, improves student performance, and supports student retention. Feedback given from instructors plays a vital role in student’s learning and satisfaction in the online learning environment. Satisfied students are likely to continue their studies and succeed academically. Overall, student engagement is a critical approach to keep students in the program until graduation. In this paper, a quantitative study investigates student engagement and student satisfaction in an online undergraduate program in health care administration. The aim of this study is to investigate the levels of student engagement from the first-year and senior-year students as well as the correlation between student engagement and student satisfaction. As it is expected, the results derived from this study espouse the discoveries from a myriad of previous research studies. Recommendations, limitations, and future research are also discussed. VL - 9 IS - 3 ER -
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