We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care

Burke, Katie ORCID: https://orcid.org/0000-0003-1086-8981 and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2021) We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care. Journal of Further and Higher Education. ISSN 0309-877X


Abstract

Online learning was initially introduced to support face-to-face learning, but now represents a dominant pedagogical approach in Higher Education. The rapid shift from face-to-face learning to online platforms has left many academics feeling pedagogically unprepared. In this research, we initially sought to understand and enhance online student engagement in three undergraduate teacher education courses through the mapping of ‘pedagogical touchpoints’ – encounters students had with their online learning environment – to better understand their needs, preferences and behaviours as online learners, with a focus on recognising what students valued and identified as ‘engaging’. While seeking insight into the student experience through a range of data, including course feedback, survey data, interviews and researcher critical reflections, we noted that they approached their studies with a diverse range of needs and preferences for engaging in online learning, and that some aspects that were valued most highly were not necessarily identifiable or ‘measurable’, but represented less definable, but importantly – engaging qualities that students highly valued. These ‘unmeasurable’ elements were found to be related to the exercising of pedagogical care, not just in interactions between teacher and students, but an overall online pedagogy of care that permeated all aspects of course design and delivery. The research thus contributes an important insight into effective and engaging online pedagogy that forefronts the value of pedagogical care, and what this may look like when facilitating online learning.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 8 April 2021. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 12 Apr 2021 02:56
Last Modified: 12 Apr 2021 02:56
Uncontrolled Keywords: online learning, student engagement, teacher effectiveness, pedagogical care
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified
39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160399 Teaching and curriculum not elsewhere classified
Identification Number or DOI: https://doi.org/10.1080/0309877X.2021.1909712
URI: http://eprints.usq.edu.au/id/eprint/41802

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