STRATEGIES FOR FOSTERING GRADUATE STUDENTS’ ENGAGEMENT IN ONLINE EDUCATION

Abstract

This study explored online graduate faculty attitudes toward strategies for fostering student engagement and whether these were influenced by teaching experience. Using a descriptive, cross-sectional design, and a modified validated questionnaire (29 items), both quantitative and qualitative analyses were conducted. Findings highlighted the importance of faculty-to-learner (e.g., announcements, course orientation) and faculty-to-content (e.g., diverse content formats, structured discussions) engagement. While student-led presentations and icebreaker discussions were highly valued, learner-to-learner engagement strategies showed less consistency. Teaching experience modestly influenced engagement strategies. Themes included Course Design and Delivery, Faculty-to-Learner Engagement, Faculty-to-Content Engagement, and Learner-to-Learner Engagement.