Online Learning: Making It Meaningful, Engaging, and Humanistic
Instructor presence, engagement strategies, and human connection shape graduate students’ experiences in asynchronous online courses using the Community of Inquiry Framework and Authentic Learning.
Presented by:
Susan Cydis, Stockton University
From the author, in their own words...
Susan Cydis, Stockton University
Transcript:
Hello, I’m Dr. Susan Cydis, Professor of Education at Stockton University.
My research explores graduate teacher education students’ perceptions of asynchronous online learning through the Community of Inquiry Framework and Authentic Learning.
The study examines how instructional strategies foster student engagement, meaningful learning, and human connection in online environments.
The findings reveal strong student perceptions of several instructional strategies. Personalized instructor feedback received the highest rating at 100%, followed by evidence-based reflections and real-world classroom applications, both at 97%.
Instructor video messages and interactive multimedia content each received 94%. Collaborative group projects received the lowest rating, at 80%, highlighting an opportunity to strengthen peer interaction.
Overall, these findings emphasize the importance of instructor presence, authentic learning experiences, and meaningful feedback in reducing isolation and promoting deeper learning.
Thank you for your interest in this research.
Abstract:
This presentation identifies graduate teacher education students’ perceptions of asynchronous online courses through the lens of the Community of Inquiry Framework and Authentic Learning. Using a survey organized around authentic engagement, cognitive engagement, and teaching presence, the presentation reveals how instructional strategies support students, effective learning, and a sense of human connection in online environments. Particular attention is given to instructor immediacy practices, including personalized feedback, instructor videos, and interactive communication tools. Findings are intended to inform the design of high-quality asynchronous graduate courses that foster meaningful cognitive engagement, encourage a sense of community, and promote deeper learning experiences in teacher education programs.
Key Words:
Cognitive Engagement, Course Design, Online Learning
Outcomes:
1. Discover how the Community of Inquiry Framework and Authentic Learning principles support engagement, instructor presence, and meaningful interaction in asynchronous online graduate courses.
2. Explore instructor immediacy strategies, including personalized feedback, instructor videos, and interactive communication tools, that enhance student learning and human connection in online environments.
3. Discover strategies to design or improve asynchronous graduate courses that promote authentic engagement, reduce learner isolation, and support deeper learning experiences.
References:
Hasani, L. M., Santoso, H. B., & Junus, K. (2022). Designing asynchronous online discussion forum interface and interaction based on the Community of Inquiry framework. The International Review of Research in Open and Distributed Learning, 23(2), 193–211. https://doi.org/10.19173/irrodl.v23i2.6016
Orcutt, J. M., Jackson, M. H., & Jones, S. J. (2024). “It helped push me through the class”: Community college student perceptions of the role of instructor immediacy behaviors in completing an online course. Online Learning, 28(1). https://doi.org/10.24059/olj.v28i1.4080
Redmond, P., Abawi, L., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183–204. https://doi.org/10.24059/olj.v22i1.1175