Facilitation fundamentals: redesigning an online course using adult learning principles and trifecta of student engagement framework

Abstract

Purpose: The purpose was to describe the redesigning of an online course that utilized adult learning principles and a framework to engage students. Design/methodology/approach: The methodology used is a first person account from the instructor point of view. Findings: Findings indicate that the teaching strategies used encouraged student engagement in the course. Research limitations/implications: The research is limited to one course with less than 20 students. Practical implications: Other online instructors can utilize teaching strategies used that promote engagement among students. Social implications: This course is an example of a highly engaging online course. This shows that online courses can be engaging and satisfying for students. Originality/value: This paper adds to the body of literature on what teaching strategies encourage students to engage online. It connects theories with real life examples that others teaching online can implement.