A systemic approach to leveraging student engagement in collaborative learning to improve online engineering education

Abstract

Online higher education is transformative and quite different from residential college education. Lacking effective and consistent pedagogical engagement has been criticised for a high drop-out rate in the online education in general. This study aims to find a solution to facilitate learning engagement in an online engineering education setting. By relying on the known knowledge in the pedagogies of engagement in college education, this paper proposes a systemic framework for promoting positive online students' learning engagement. Different from empirical studies of conducting hypothesis tests, we show a practical and model-driven approach to assessing and enhancing problem-based collaborative teaching/learning practices. The proposed framework is explored through both a pilot test and a confirming test. Rules of thumb are identified and generalised, which could be used to help students/instructors retune their collaborative practices in a proactive manner for retaining positive and effective learning engagement in an online engineering education setting.