Essay Sample on Effectiveness of Online Student Engagement

Dixson, M. D. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, 19(4), n4.

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Introduction

In most instances, technology and the current advancements in learning methodologies has offered a chance for a better approach in educational management. Some people claim that online engagement and the incorporation of the present technology in leaning sways the mind of students and corrupts the objectives of learning. However, Dixson (2015) showed that online engagement of students in leaning had prompted more advantages. Dixson (2015) offered a roadway for acknowledging the efficacy of online student engagement. This essay seeks to criticize the aspects aired out by Dixson's (2015) article as a way of finding out the elements of the article's introduction, a possible summary of the purpose, identification of whether the evidence supports the main points and my opinion on online student engagement.

Online students' engagement provides students with an opportunity to be actively involved in an online learning catalog. Consequently, the manner affected makes students to realize the virtual reality that is based on learning instructions in both a classroom and a virtual classroom setting. Also, the article pointed out that through online learning platforms like the current discussion board platform, a possible virtual online class is created that provides a roadmap for enhancing active involvement of students who also get a chance to virtually develop a world where physical appearance is not different to a virtual presence.

According to Merchant et al. (2014), online students' engagement that is in the direction of enhancing virtual learning approach involves robust methodologies and opportunities for proper student's interaction with each other and the instructor. On the other hand, Hew (2016), asserted that online instructions and methodologies offer a platform for which there is a proper and active communication of students with each other. Such kind of interactions creates a platform by which students make active communication with each other's concepts in a given study topic through the well-structured student's discussion dashboard that offers a chance for students to share their experiences, strengths, and weaknesses in a particular study topic. Through online catalogs for learning, the learners can be passed through critical thinking. It also offers a chance for the students to be actively engaged to conform to the central theme in the creation of a conducive learning environment with information technology advancement (Henrie, Halverson & Graham, 2015). Many students have had an opportunity to expand their interactive skills through actively participating in posting their views to the discussion board dashboard which provides them a possible and reliable basis for learning their fellows' attitudes.

Conclusion

This essay has pointed out the ideas relative to e-portfolio in education, and the aspects brought about by enhancing online engagement of students in instructional objectives in educational sectors. From my analysis of the contents of the Merchant's et al. (2014) article, I, therefore, acknowledge that the idea of online student engagement provides an opportunity for students to receive instructional objectives via gadgets in time thus enabling proper methodological learning. I also recognize that e-portfolio offers a chance for the enhancement of students' participation even though they are not physically corded. Lastly, online student engagement enhances virtual classroom settings through structured discussion dashboards hence pedagogical skills are transferred out extensively.

References

Dixson, M. D. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, 19(4), n4.

Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53.

Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341.

Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). The effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.