Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement

Authors

DOI:

https://doi.org/10.5204/ssj.v10i2.1295

Keywords:

student engagement, online learning, learning engagement, learning analytics

Abstract

Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.  

 

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Author Biographies

Jill Lawrence, University of Southern Queensland

Jill Lawrence is Head of the School of Humanities and Communication at the University of Southern Queensland (USQ). Her focus is on building capacity in a higher education context disrupted by technology, emerging and continuously evolving professions, increasing managerialism and student diversity and the challenges and opportunities provided for pedagogy.

Alice Brown, University of Southern Queensland

Alice Brown is a Senior Lecture in the School of Education at USQ. Her research interests include: innovative, respectful and ethical research with families; the use of social ecological framework to understand health behaviours; and engagement & E-learning/teaching in higher education to enhance the student experience.

Petrea Redmond, University of Southern Queensland

Petrea Redmond is an Associate Professor of Educational Technology in the School of Education at USQ. Her research interests include: blended and online learning and teaching; online mentoring; gender and STEM; community of inquiry; and the integration of technology to enhance learning and teaching.

Marita Basson, University of Southern Queensland

Marita Basson is a Senior Lecturer in Urban Design and Planning at USQ. Her Learning and Teaching research interests include sense of place/sense of belonging, student engagement in online environments and authentic learning.

2019 STARS Conference Issue

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Published

2019-08-09

How to Cite

Lawrence, J., Brown, A., Redmond, P., & Basson, M. (2019). Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement. Student Success, 10(2), 47–58. https://doi.org/10.5204/ssj.v10i2.1295

Issue

Vol. 10 No. 2 (2019): 2019 STARS Conference Special Issue

Section

Articles

License

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.