Date of Award

2022

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Barbara Cozza

Second Advisor

Ceceilia Parnther

Third Advisor

Edwin Tjoe

Abstract

Many colleges and universities are moving towards online learning as it increases access to education and aid in managing the growing enrollment. Students’ engagement in schools has been a growing concern for academic institutes especially in today’s time where online learning is prominent. This study explores instructor’s perspective on the different methods and techniques used in synchronized online courses to increase student engagement at a graduate level. The theoretical lens of Connectivism Theory (Downes, 2006; Siemens, 2004) and Engagement Theory (Kearsley & Schneiderman, 1999) will be explored to understand the relationship found between the methods used in teaching and student engagement while employing the conceptual framework of the theory of self-regulated learning (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996). The sample consists of seven faculty members teaching graduate level online courses at a private independent university located in suburban New York City. The findings suggest that instructional methods, course modification, faculty’s role, and technology increase student’s engagement in a synchronized online class. Student engagement increases enrollment, retention, and graduation rate – all important aspects of a successful learning institute, therefore it is important to understand what aspects of teaching increase student engagement to create a successful learning environment.

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