STUDENT ENGAGEMENT,
E-CONNECTIVITY, AND
CREATING RELATIONSHIPS IN
THE ONLINE CLASSROOM
Presented at Missouri Distance
Learning Association Conference,
Kansas City, MO
July 17, 2014
Omar Parks,
Andree Swanson, & Vanessa Washington
Introduction
Introduction

This study examined the following concepts:
 Student
Engagement
 E-connectivity
 Creating relationships

The goal was to gain a better understanding of
faculty/student relationships in the online
environment.
Six Themes of E-Connectivity

Swanson, Hutkin, Babb and Howell (2010)
 Produced
three domains and six themes:
• Show relevance to students.
Cognitive
Affective
•
•
•
•
Establish e-connectivity.
Instructor presence.
Positive communication.
Ability to be open to social networking.
• Use of technologies to e-connect.
Psychomotor
Emerging Themes of Engagement
Encouraging Trust

Strong Interactive Skills
 Overcoming
the lack of face-to-face.
 Building Camaraderie/The importance of Introductions.

Confidence to Take Risks
 Creating
opportunities for engagement.
Actively Build Trust


Address Issues Upfront
Share Class Information
 Self-directed

learning
Trust enables learners to bond with one another
 Reducing
Isolation
Create a Social Presence

Create Social Presence
 Rich

discussion threads improved social presence.
Develop Training for Faculty
 Grounded
in the real world.
 Must be relevant to be absorbed.
 Introduce new strategies “on the job”
Encourage Students to Collaborate

Encourage students to collaborate.
 More
time to think.
 Various modes of stimulation.
 Meeting high expectations set by the course and the
instructor.
 Active and collaborative learning
Focus on Personal Contact

Focus on Personal Contact
 Create
instances for active participation.
 Personal contact to students.
Use of e-tools to increase engagement

Use e-tools to increase engagement.
 More
time to think.
 Various modes of stimulation.
 Meeting high expectations set by the course and the
instructor.
 Active and collaborative learning.
Consider agentic engagement

Consider agenctic engagement.
 Student
autonomy.
 Different learning approaches.
 Motivate in a supportive manner.
Conclusion
Future Research
Themes of Engagement
Building trust
Strong interactive skills
Confidence to take risks
Actively build trust
Address issue upfront
Share class information
Enable learners to bond with one another
Create a social presence Create rich discussion threads improved social presence
Encourage students to
collaborate
More time to think
Various modes of stimulation
Meeting high expectations set by the course and the instructor
Active and collaborative learning
Focus on personal
contact
Create instances for active participation
Personal contact to students
Use e-tools to increase
engagement
More time to think
Various modes of stimulation
Meeting high expectations set by the course and the instructor
Active and collaborative learning
Consider agentic
engagement
Student autonomy
Different learning approaches
Parks, Washington, Swanson Themes
for Engagement




Build trust
Create a social
presence
Encourage
collaboration
Focus on personal
contact
Future Research


Exploration of a set of underpinning variables used
to build trust (create a social presence, encourage
collaboration or personal contact).
A suggested approach to assess existing student
skills needed in online environment.
References
References





Karaksha, A., Grant, G., Anoopkumar-Dukie, S.,
Niru Nirthanan, S. S., & Davey, A. K. (2013).
Student engagement in pharmacology courses
using online learning tools. American Journal of
Pharmaceutical Education, 77(6), 1-10.
Naidu, S. (2011). Editorial. Distance Education,
32(3), 303-305.
doi:10.1080/01587919.2011.621196
Reeve, J. (2013). How students create
motivationally supportive learning environments
for themselves: The concept of agentic
engagement. Journal of Educational Psychology,
105(3), 579-595. doi:10.1037/a0032690
Robinson, C., & Hullinger, H. (2008). New
benchmarks in higher education: Student
engagement in online learning. Journal of
Education for Business, 84(2), 101-109.
Skinner, E. (2009). Using community
development theory to improve student
engagement in online discussion: A case study.
ALT-J: Research in Learning Technology, 17(2),
89-100.



Slagter van Tryon, P. J., & Bishop, M. J. (2012).
Evaluating social connectedness online: The
design and development of the Social
Perceptions in Learning Contexts Instrument.
Distance Education, 33(3), 347-364.
Swanson, A., Hutkin, R., Babb, D., & Howell, S.
(2010, Sep). Establishing the best practices for
social interaction and e-connectivity in online
higher education classes. Doctoral dissertation,
University of Phoenix, Arizona. Publication
Number: 3525517. Retrieved from
http://gradworks.umi.com/3525517.pdf
Watson, K., McIntyre, S., & McArthur, I. (2010).
Trust and relationship building: Critical skills for
the future of design education in online
contexts. Iridescent: Icograda Journal of Design
Research, 1 (1).
Biographies
Omar Parks, DBA



Dr. Omar Parks is an Assistant Professor in the
Forbes School of Business at Ashford University.
He holds a Doctorate of Business Administration in
Management from Argosy University, a Master of
Arts in Education in Adult Education and Distance
Learning from the University of Phoenix, and a
Bachelor of Fine Arts in Theatre and Dance from the
University of Wyoming.
See more at: http://www.ashford.edu/community/omar-parksbusiness.htm#sthash.bbUBUgn8.dpuf
Vanessa Washington, PhD



Dr. Vanessa Washington is an Assistant Professor in
the Forbes School of Business at Ashford University.
She has a PhD in Organizational Management from
Capella University, a Master of Business
Administration from Bellevue University, and a
Bachelor’s degree in Business Education from the
University of Nebraska.
See more at:
http://www.ashford.edu/community/12765.htm#sthash.W5rP7drh.dpuf
Andree Swanson, EdD



Dr. Andree Swanson is a full-time Assistant Professor in
the Forbes School of Business at Ashford University.
She earned a Bachelor’s degree in Business
Administration and Management from the University of
Maryland European Division, a Masters of Human
Relations from the University of Oklahoma, a Masters
of Arts in Organizational Management from the
University of Phoenix, and a Doctorate in Educational
Leadership from the University of Phoenix.
See more at:
http://www.ashford.edu/community/12732.htm#sthash.7WpLD0BL.dpuf