Problem
Since the COVID-19 pandemic, online learning has become increasingly common. Online learning is a convenient way to give students learning opportunities that they can’t access in traditional classes. The flexibility to learn from home at any time is a game changer for students who can’t commute to universities. However, the effectiveness of online learning to accomplish the same learning goals as in-person classes is still unclear.
How can a technology-based solution foster better online student engagement?
Solution
We aim to understand these difficulties and help remote students engage fully in their online coursework. We studied online student’s experiences through observations and interviews to design a technology solution that will improve online student engagement.
Timeline
12 weeks
Tools
Google Scholar
Atlas
Figjam
Discord
Canva
My Role
Contributed to observation and interview protocol
Created all visuals/ graphics for project and presentation purposes
Conducted Observation and interview Sessions
Overview
The Challenge:
While online learning expands access and convenience, its effectiveness in fostering focus and achieving learning goals remains questionable. Tools like Zoom, D2L, and Google Suite provide functionality but fail to address motivation and focus issues.
Our Approach:
Through direct observation and interviews, we identified the barriers and opportunities in online learning experiences. This research lays the foundation for developing solutions that improve student engagement and motivation.
Observations
Participants:
We observed 8 graduate students from DePaul University watching recorded lectures on the Desire2Learn (D2L) platform. Participants were recruited via snowball sampling and the university’s College of Computing and Digital Media (CDM) participant pool.
Data Collection:
Sessions conducted in-person or via Zoom (based on availability).
Observations (30 minutes per participant) focused on body language, habits, and distractions.
Follow-up questions explored reasoning and compared pre- and post-COVID online learning experiences.
Analysis:
Used affinity diagramming to identify themes and categories.
Developed a task analysis of student lecture-watching behaviors.
Observation Study
Interviews
Participants:
Seven adults (ages 22–32) with online and in-person class experience were recruited through the CDM participant pool and personal contacts. The group included diverse genders: one male, five females, and one nonbinary participant.
Data Collection:
Conducted 40–75 minute sessions over Zoom.
Built rapport through introductory questions, transitioning to in-depth discussions on focus, distractions, accountability, technology use, and desired features for tech-based solutions.
Collected demographic information and reflections on learning preferences.
Analysis:
Open coding of transcripts, followed by collaborative affinity diagramming to identify themes.
Finalized codes in a refined codebook and diagram (see Appendix).
Interview Study
Research Findings
Online vs. In-Person Engagement:
In-Person: Participants valued interactivity and peer connection. Example: "In-person classes are engaging and memorable" (P3).
Online: Participants preferred flexibility but noted limited engagement, often dependent on professor efforts. Example: “Online engagement depends on faculty acknowledgment” (P1)
Distractors:
Technological: Smartphones were the main distraction, with participants checking phones during repetitive content.
Non-Technological: Environmental noise and chores interrupted focus. Example: "Family watching TV or the dog barking distracted me" (P5).
Refocusing from Distractors:
Participants developed strategies to minimize distractions and return focus to lectures.
Our research identified six key themes affecting online learning engagement: Motivation, Accountability, Focus, Online vs. In-Person Engagement, Distractors, and Refocusing from Distractors.
Motivation:
Internal Motivation: Driven by personal goals, self-improvement, and interest in topics. Example: "If the topic is interesting, watching it will be worth it" (P2).
External Motivation: Influenced by external expectations, graded assignments, and financial investment. Example: "I remind myself this program costs so much" (P7).
Accountability:
Participants cited group projects and in-person classes as key to fostering accountability due to social and peer expectations. Self-discipline and fear of poor grades also contributed to this theme.
Focus:
Focus was hindered by lecture redundancy and environmental distractions. Example: “If lectures are repetitive, I don’t watch the whole thing” (P7).
Emily Smith: A graduate student motivated by in-person interaction. She struggles with focus in online classes but implements strategies like changing her study environment and silencing distractions. Emily advocates for more interactive activities and peer engagement in online settings.
Michael Thompson: A full-time software engineer balancing work and online studies. He struggled with prioritizing tasks and deadlines but improved by using planners, notifications, and professor consultations. Michael values flexibility in online classes but faces challenges in time management.
Journey Map
Priority Matrix
We discussed our implications for design and determined each feature’s potential impact on user engagement levels and effort to implement them. Based on these attributes, we prioritized features for ideating design concepts through anonymous voting. We illustrated our results in a priority matrix below.
Implications for Design
Our study aimed to design solutions to improve online student engagement. We observed eight graduate students using the D2L platform and conducted seven interviews to explore themes like motivation, focus, prioritization, and accountability. Insights informed the development of persona spectrums, journey maps, and a priority matrix.
Design Considerations
Proposed solutions to enhance engagement include:
Accountability: Features like peer discussions, virtual social hours, or study group signups.
Focus: Interactive elements such as live discussions, dynamic content, and progress trackers to reduce distractions.
Motivation: Tools like goal-setting modules, reminders, and self-assessment features.
Flexibility: Customizable tools to balance engagement with students’ schedules and needs.
Limmitations & Future Work
Limitations
Our study’s small sample (eight international graduate students) and mix of asynchronous and synchronous students may limit generalizability. Future research should include diverse student groups and analyze differences in engagement across education levels and modalities..