Trajectories of Engagement: A Repeated Cross-Sectional Investigation of Student Perceptions of an Online Learning Environment

• Published in: Research in learning technology 2012-01, Vol.20 (3), p.253-13
• Main Authors: Palmer, Stuart, Holt, Dale
• Format: Article
• Language: English
• Subjects: Australia; Case Studies; College Instruction; College Students; Course Evaluation; Distance Education; Distance learning; Educational Environment; Educational Resources; Educational technology; Electronic Learning; Evaluation Methods; Foreign Countries; Higher education; Integrated Learning Systems; Interactive learning; Learner Engagement; learning management system; Learning management systems; Longitudinal Studies; Online Courses; Online instruction; online learning environment; Perceptions; Program Evaluation; R&D; repeated cross-sectional evaluation; Research & development; School environment; Statistical Analysis; Student Attitudes; student survey; Student Surveys; Students; Teaching; Teaching Methods; Training; Trends; Units of Study
• ISSN: 2156-7069; 2156-7077
• DOI: 10.3402/rlt.v20i0.17143

Evaluations of online learning environments (OLEs) often present a snapshot of system use. It has been identified in the literature that extended evaluation is required to reveal statistically significant developments in the evolution of system use over time. The research presented here draws on student OLE evaluations surveys run over the period 20042011 and include nearly 6800 responses exploring students' perceptions of importance of, and satisfaction with elements of their OLE. Across the survey period, satisfaction ratings with all OLE elements rose significantly, suggesting a positive student engagement with the OLE over time. The corresponding ratings of importance of OLE elements generally rose significantly, though a number of elements registered no significant difference in the first two years of the survey, suggesting that short period surveys may struggle to reveal statistically significant trends. OLE element use appeared to be closely linked to perceived value. The OLE elements with the highest mean importance and satisfaction ratings related to student access of online learning resources. Other detailed results are also reported. We demonstrate a method for, and one large-scale case study of, quantifying and visualising the trajectories of engagement that students have had with an institutional OLE over time. (Contains 4 tables and 3 figures.)