1.

The article titled "Exploring the Impact of Instructor Social Presence on Student
Engagement in Online Higher Education" by Naureen Shehzad and Tendai Charles
investigates the role of instructors' social presence in enhancing student engagement
within online learning environments in higher education institutions in the United Arab
Emirates (UAE). The study employs a sequential explanatory mixed-methods design,
collecting data through surveys and in-depth interviews with faculty members.

Key findings indicate that instructor social presence positively influences student engagement
and retention. The research identifies various strategies and barriers that instructors face in
establishing their online social presence. It emphasizes the importance of social presence in
reducing transactional distance in digital education and highlights the need for professional
development for instructors to enhance their online teaching effectiveness.

The article discusses the relevance of digital pedagogies in transforming traditional education
and underscores the significance of instructor social presence in fostering a sense of community
and connectedness among students in online learning. The study aims to provide practical
implications for stakeholders and curriculum designers to improve learning outcomes in online
education.

Overall, this research contributes to the understanding of how social presence in online
education can impact student engagement and offers insights for enhancing the online learning
experience.

Naureen Shehzad, & Tendai Charles. (2023). Exploring the Impact of Instructor Social Presence on
Student Engagement in Online Higher Education. Contemporary Educational Technology, 15(4), 484.

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 2. The article titled "Influence of Instructor Humor on Learning Engagement in the Online
Learning Environment" by Runfeng Luo, Qiqi Zhan, and Cixian Lyu explores the impact
of different types of instructor humor on student engagement in online learning settings,
utilizing instructional humor processing theory. The study involved 1,829 participants and
examined four humor styles: course-related, course-unrelated, self-disparaging, and
aggressive humor.

Key findings include:

1. Types of Humor and Engagement: Course-related humor was associated with positive
student engagement, while aggressive humor had a mixed impact, promoting behavioral
engagement but negatively affecting emotional engagement. Course-unrelated and self-
disparaging humor primarily influenced emotional engagement.
2. Role of Academic Emotions: Positive emotions served as mediators between humor
styles and students' behavioral and cognitive engagement, while negative emotions
negatively impacted engagement.
3. Methodology: The study employed a structural equation model to analyze relationships
between humor styles, academic emotions, and engagement types: behavioral,
emotional, and cognitive.
4. Practical Implications: The research suggests the need for instructor training in humor
skills to enhance student engagement in online learning environments. Instructors are
encouraged to use humor appropriately, particularly course-related humor, while being
cautious with aggressive and self-disparaging humor.

Overall, the study highlights the importance of humor in fostering student engagement in online
education and identifies specific humor styles that can effectively enhance learning experiences.

Luo, R., Zhan, Q., & Lyu, C. (2023). Influence of instructor humor on learning engagement in the online
learning environment. Social Behavior & Personality: An International Journal, 51(2), 1–12. https://doi-
org.acu.idm.oclc.org/10.2224/sbp.12145
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3. Summary of "Building Relationships and Increasing Engagement in the Virtual
Classroom: Practical Tools for the Online Instructor" by Jeffrey Martin

Abstract: The article discusses the challenges instructors face in engaging and building
relationships with online students compared to traditional classroom settings. It emphasizes that
without meaningful connections, online students often report lower satisfaction and quality of
work. The author presents various strategies and tools for online instructors to foster these
relationships and enhance student engagement.

Introduction: Online education is growing rapidly, with increasing enrollment in virtual high
schools and universities. Instructors must adapt their classroom management techniques to the
online environment to ensure student engagement and satisfaction. The student-teacher
relationship is highlighted as a critical element in effective classroom management.

Key Findings:

1. Importance of Relationships: A qualitative study revealed that novice teachers

identified the teacher-student relationship as crucial for successful classroom
management. Participants noted that relationships lead to increased respect, trust, and
engagement among students.
2. Strategies for Engagement: The article presents practical strategies for online
instructors to build relationships:

○ Instructor-Created Video Content: Personalized videos help establish a

connection and present course expectations more effectively than text alone.
○ Video Biographies: Sharing personal information in a video format helps
students relate to their instructors.
○ Sharing Experiences: Instructors can enhance credibility by sharing relevant
personal or professional experiences.
○ Interest in Students' Lives: Engaging students by asking questions about their
interests fosters a sense of community.
○ Videoconference Calls: Face-to-face interactions through video calls improve
relationships and clarify course material.
○ Personalized Video Feedback: Providing video feedback on assignments
enhances understanding and encourages student engagement.
3. Technological Tools: The article mentions several technology tools, such as FlipGrid
and Remind, that facilitate communication and engagement between instructors and
students.

Conclusion: Building meaningful relationships with online students is essential for their
engagement and satisfaction. By implementing simple strategies and utilizing technology,
instructors can create a more interactive and supportive online learning environment. This effort
can lead to higher quality work and increased satisfaction among students.

Keywords: online education, classroom management, relationships, engagement, higher

education.

Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom: Practical
Tools for the Online Instructor. Journal of Educators Online, 16(1).
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4. Summary of "Individual differences in selective attention and engagement shape
students’ learning from visual cues and instructor presence during online lessons"

Authors: Jill King, Taylor Marcus, Julie Markant

Abstract: This study investigates how individual differences in selective attention and student
engagement impact learning outcomes during online video lessons that include various visual
cues and instructor presence. The research highlights the importance of these factors in
optimizing multimedia learning, especially in the context of increased online education during
the COVID-19 pandemic.

Introduction: The study explores the ongoing debate regarding the use of extraneous visual
information in multimedia lessons. While some researchers advocate for minimal visual features
to avoid cognitive overload, others suggest that visual cues and instructor presence can
enhance learning. The authors aim to understand how students' selective attention skills affect
their ability to learn from these additional features.

Key Findings:

1. Selective Attention and Learning: The ability to efficiently allocate attention

significantly influences how well students learn from video lessons. Those with efficient
selective attention benefited more from the inclusion of visual cues or instructor videos,
especially when they reported higher effort during the lessons.
2. Visual Features: The study found that while visual cues consistently improved learning,
the presence of an instructor did not show the same reliable benefits. This suggests that
instructor presence might distract from primary lesson content, despite potentially
increasing engagement.
3. Combined Features: When both visual cues and instructor presence were included, all
students benefitted equally, regardless of their selective attention skills. This indicates
that the combination of features may serve to enhance learning generally.
4. Effort and Engagement: Higher reported effort during the lessons was linked to better
learning outcomes, supporting the connection between student engagement and
learning success.

Conclusion: The findings suggest that individual differences in selective attention and
engagement play crucial roles in how students learn from multimedia lessons. Optimizing lesson
design by incorporating effective visual cues while considering individual attention skills may
enhance learning outcomes for all students.

Keywords: selective attention, multimedia learning, student engagement, online education,

visual cues, instructor presence.

Certainly! Here’s a brief summary of the main points from the article "Individual differences in
selective attention and engagement shape students’ learning from visual cues and instructor
presence during online lessons":
 1. Individual Differences: The study focuses on how variations in students' selective
attention and engagement affect their learning during online video lessons.
2. Visual Cues: Incorporating visual cues in multimedia lessons generally improves
learning outcomes, particularly for students with strong selective attention skills.
3. Instructor Presence: While having an instructor present can enhance engagement, it
does not consistently lead to better learning outcomes compared to visual cues alone.
4. Effort and Engagement: Higher levels of reported effort during lessons correlate with
improved learning, highlighting the importance of student engagement in the learning
process.
5. Combination of Features: When both visual cues and instructor presence are used
together, all students seem to benefit equally, indicating that this combination can be
effective for enhancing learning.

In summary, the study emphasizes the significance of individual attention and engagement in
optimizing multimedia learning experiences.

Certainly! Here’s a brief summary of the main points from the article "Individual differences in
selective attention and engagement shape students’ learning from visual cues and instructor
presence during online lessons":

1. Individual Differences: The study focuses on how variations in students' selective

attention and engagement affect their learning during online video lessons.
2. Visual Cues: Incorporating visual cues in multimedia lessons generally improves
learning outcomes, particularly for students with strong selective attention skills.
3. Instructor Presence: While having an instructor present can enhance engagement, it
does not consistently lead to better learning outcomes compared to visual cues alone.
4. Effort and Engagement: Higher levels of reported effort during lessons correlate with
improved learning, highlighting the importance of student engagement in the learning
process.
5. Combination of Features: When both visual cues and instructor presence are used
together, all students seem to benefit equally, indicating that this combination can be
effective for enhancing learning.

In summary, the study emphasizes the significance of individual attention and engagement in
optimizing multimedia learning experiences.
5. Summary of Main Points in "Student Perceptions of Instructor Made Videos with
Quizzes in an Asynchronous Online Course"

1. Objective: The study investigates graduate students' perceptions of Instructor Made

Videos (IMVs) paired with quizzes in asynchronous online courses, focusing on their
impact on engagement.
2. Methodology: A mixed-method approach was used, involving a survey with Likert scale
and open-ended questions to collect data on student experiences and views.
3. Findings on IMVs:

○ Students found IMVs effective for increasing engagement with course content
and enhancing communication with instructors.
○ The videos were perceived as helpful for understanding course material.
4. Role of Quizzes: Quizzes were viewed positively, as they encouraged students to
complete the videos and supported content retention.
5. Pandemic Context: The study highlights the importance of effective online teaching
methods, especially emphasized by the shift to remote learning during the COVID-19
pandemic.
6. Interaction Types: The research reinforces the significance of student-to-student,
student-to-instructor, and student-to-content interactions in online education.
7. Recommendations: Educators are encouraged to create engaging and relevant IMVs
and integrate quizzes to foster accountability without overwhelming students.
8. Conclusion: IMVs and quizzes are effective tools for enhancing engagement in online
courses, providing insights for improving online teaching strategies.

Important Takeaways from "Student Perceptions of Instructor Made Videos with Quizzes
in an Asynchronous Online Course"

1. Effectiveness of IMVs: Instructor Made Videos are effective in enhancing student

engagement with course content and fostering a connection with instructors.
2. Value of Quizzes: Incorporating quizzes alongside IMVs significantly boosts
accountability, ensuring students complete the videos and reinforcing their
understanding of the material.
3. Engagement Strategies: The study emphasizes the need for innovative instructional
strategies to maintain student engagement in asynchronous online learning, particularly
in the context of a post-pandemic educational landscape.
4. Interaction Framework: The research supports the importance of multiple types of
interactions (student-to-student, student-to-instructor, and student-to-content) as vital for
effective online learning experiences.
5. Practical Recommendations: Educators should focus on creating concise, engaging
IMVs and thoughtfully integrating quizzes to enhance the learning experience without
overwhelming students.
6. Impact of Context: The shift to online learning due to COVID-19 has underscored the
necessity for effective teaching methods to engage students remotely.
7. Student Feedback: Student perceptions provide valuable insights that can guide
educators in improving online course design and delivery.
Kimbrel, L. A., & Gantner, M. W. (2021). Student Perceptions of Instructor Made Videos with Quizzes in
an Asynchronous Online Course. International Journal of Educational Leadership Preparation, 16(1), 24–
44.
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6. Summary of "Students’ Expectations and Experiences About Engagement Strategies
in Online Courses: A Mixed Methods Study"

Authors: Murat Turk, Sinem Toraman Turk, Ali Ceyhun Muftuoglu, Ozlem Karakaya, Kadir
Karakaya

Purpose: This mixed methods study investigates online students' expectations and experiences
regarding engagement strategies in higher education. It focuses on peer, instructor, self-
directed, and multimodal engagement.

Methodology: The study employs a combination of quantitative surveys and qualitative

interviews. A survey was conducted with 52 students to assess their expectations regarding
engagement strategies, followed by interviews with a smaller group to explore their experiences
in-depth.

Key Findings:

1. Importance of Engagement Strategies:

○Instructor engagement strategies were perceived as the most important, while

peer engagement strategies were viewed as the least significant.
○ All four engagement dimensions (peer, instructor, self-directed, and multimodal)
were considered necessary, but their actual experiences varied contextually.
2. Student Engagement:

○Engagement is a multifaceted construct influenced by the online learning

environment. The study emphasizes the need for instructors and instructional
designers to create opportunities for interaction among students, instructors, and
the learning content.
3. Quantitative Results:

○ Participants generally found engagement strategies important, with mean scores

for all dimensions above 3, indicating a positive perception. Instructor
engagement had the highest mean score (4.47), while peer engagement had the
lowest (3.70).
4. Qualitative Insights:

○ Common themes emerged, highlighting the significance of communication and

interaction with instructors and peers, the balance of autonomy and structure,
and the importance of multimodal content engagement.
○ Students expressed a desire for flexibility in online courses and found some
traditional structures less effective in a digital format.
5. Implications for Educators:

○ The findings provide theoretical insights into online student engagement and
practical recommendations for educators and instructional designers to enhance
online learning experiences.
Conclusion: The study underscores the crucial role of engagement strategies in online courses
and provides valuable insights for improving student engagement in higher education,
particularly in an increasingly digital learning environment.

Certainly! Here’s a brief summary of the main points from the article "Students’ Expectations
and Experiences About Engagement Strategies in Online Courses: A Mixed Methods Study":

1. Objective: The study aims to explore online students' expectations and experiences
regarding engagement strategies in higher education, focusing on peer, instructor, self-
directed, and multimodal engagement.
2. Methodology: A mixed methods approach was used, involving a quantitative survey
with 52 students and qualitative interviews with a smaller group to gain deeper insights
into their experiences.
3. Key Findings:

○ Engagement Importance: Instructor engagement strategies were deemed the

most significant, while peer engagement strategies were considered less
important.
○ Perception of Engagement: Participants rated all four engagement dimensions
positively, with instructor engagement receiving the highest rating.
○ Qualitative Insights: Themes emerged highlighting the necessity of
communication and interaction, the desire for a balance between autonomy and
structure, and the effectiveness of multimodal content.
○ Flexibility in Learning: Students expressed a need for flexibility in online
courses, finding traditional structures sometimes ineffective in a digital context.
4. Educator Implications: The study offers theoretical and practical insights for enhancing
student engagement in online learning, emphasizing the need for strategies that foster
interaction and engagement among students, instructors, and learning materials.

Overall, the research highlights the importance of tailored engagement strategies to improve the
online learning experience for students.

Here are the most important takeaways from the article "Students’ Expectations and
Experiences About Engagement Strategies in Online Courses: A Mixed Methods Study":

1. Significance of Instructor Engagement: Instructor engagement strategies are viewed

as the most critical for enhancing student participation and satisfaction in online courses.
2. Peer Engagement's Limited Impact: While all engagement dimensions are necessary,
peer engagement strategies are perceived as less significant compared to instructor-led
strategies.
3. Positive Perception of Engagement Strategies: Students generally have a positive
perception of various engagement strategies, with mean scores indicating a strong
expectation for their implementation in online learning environments.
4. Need for Communication: Effective communication and interaction with instructors and
peers are crucial for fostering a sense of community and engagement among online
learners.
5. Balance of Autonomy and Structure: Students desire a balance between self-directed
learning and structured guidance, indicating that flexibility in course design can enhance
their learning experience.
 6. Importance of Multimodal Content: Engaging students through different formats (text,
video, discussions) is essential for maintaining interest and improving comprehension in
online courses.
7. Practical Recommendations for Educators: The findings provide valuable insights for
educators and instructional designers to develop strategies that create interactive and
engaging online learning experiences.

These takeaways emphasize the need for thoughtful engagement strategies tailored to the
unique dynamics of online education to enhance student learning and satisfaction.

Murat Turk, Sinem Toraman Turk, Ali Ceyhun Muftuoglu, Ozlem Karakaya, & Kadir Karakaya. (2024).
Students’ Expectations and Experiences about Engagement Strategies in Online Courses: A Mixed
Methods Study. Online Learning, 28(2).
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7. Here’s a summary of the article "Online learner engagement: Conceptual definitions, research
themes, and supportive practices" by Florence Martin and Jered Borup:

Purpose: The article aims to address the challenges of low learner engagement in online
education by integrating insights from educational technology, psychology, and learning
sciences. It advocates for a reconceptualization of online learner engagement that considers
both individual engagement dimensions and the environmental affordances that influence them.

Key Points:

1. Growing Importance of Online Learning: Despite the increasing adoption of online

learning across educational levels, issues like low engagement and high attrition rates
persist, especially highlighted during emergency remote teaching due to the Covid-19
pandemic.
2. Reconceptualization of Engagement: The authors argue for a new definition of online
learner engagement that encompasses cognitive, behavioral, and affective dimensions,
while also considering the unique environmental factors of online learning contexts.
3. Dimensions of Engagement:

○ Cognitive Engagement: Involves mental effort and productive involvement in

learning activities. It is affected by the type of activities and the expectations set
by instructors.
○ Affective Engagement: Refers to emotional responses to learning activities,
influenced by relationships and the sense of community formed in online
environments.
○ Behavioral Engagement: Pertains to the physical actions and energy students
demonstrate in completing tasks, which can be facilitated by technology-
mediated activities.
4. Research Themes: The article introduces five themes related to online learner
engagement:

○ Communication: Different modes of communication (asynchronous,

synchronous, bichronous) can affect engagement levels.
○ Interaction: The quality and type of interactions (learner-content, learner-
instructor, learner-learner) are crucial for engagement.
○ Presence: A sense of presence, including cognitive, teaching, and social
presence, is vital for fostering engagement.
○ Collaboration: Online collaborative learning can enhance engagement but also
poses challenges that need to be addressed.
○ Community: Fostering a sense of community among learners can significantly
impact their engagement levels.
5. Frameworks and Strategies: The authors present the Academic Communities of
Engagement (ACE) framework, which identifies types of community support that can
enhance cognitive, affective, and behavioral engagement in online settings.
6. Recommendations for Future Research: The article concludes with suggestions for
future studies, emphasizing the need to integrate the dimensions of engagement with an
understanding of online environmental affordances to improve learner engagement and
outcomes.
Overall, the article emphasizes the necessity of a comprehensive approach to understanding
and supporting online learner engagement, which is crucial for enhancing learning experiences
and outcomes in digital environments.

Certainly! Here’s a brief summary of the main points from the article "Online learner
engagement: Conceptual definitions, research themes, and supportive practices" by Florence
Martin and Jered Borup:

1. Importance of Engagement: The article highlights the ongoing challenges of low

learner engagement in online education, which have been exacerbated by the Covid-19
pandemic.
2. Reconceptualization of Engagement: The authors propose a new definition of online
learner engagement that includes cognitive, behavioral, and affective dimensions, along
with environmental factors that influence these dimensions.
3. Dimensions of Engagement:

○ Cognitive Engagement: Mental investment in learning tasks.

○ Affective Engagement: Emotional responses and sense of belonging.
○ Behavioral Engagement: Physical actions and participation in learning
activities.
4. Research Themes: Five key themes are identified:

○ Communication: Different communication modes impact engagement.

○ Interaction: Quality of interactions is critical for engagement.
○ Presence: Cognitive, teaching, and social presence enhance engagement.
○ Collaboration: Collaborative learning can boost engagement but also presents
challenges.
○ Community: A strong sense of community positively influences engagement.
5. ACE Framework: The Academic Communities of Engagement (ACE) framework is
introduced to identify community support types that can enhance engagement.
6. Future Research: The authors call for further research to integrate engagement
dimensions with online environmental factors to improve learner outcomes.

This summary encapsulates the article's main ideas and emphasizes the need for a holistic
understanding of online learner engagement.

Certainly! Here are the key arguments presented in the article "Online learner engagement:
Conceptual definitions, research themes, and supportive practices" by Florence Martin and
Jered Borup:

1. Critical Need for Engagement: The article argues that low learner engagement in
online education is a significant issue, affecting student retention and success. This
challenge has gained more attention due to the shift to online learning during the Covid-
19 pandemic.
2. Revised Definition of Engagement: The authors advocate for a reconceptualization of
online learner engagement that encompasses three key dimensions—cognitive,
behavioral, and affective. This new definition also considers the environmental
affordances of online learning environments.
3. Interconnected Dimensions: The article emphasizes that cognitive, affective, and
behavioral engagement are interrelated. An increase in one dimension can positively
 influence the others, highlighting the complexity of how learners interact with online
content and each other.
4. Influence of Environmental Factors: The authors argue that the online learning
context significantly impacts engagement. Factors such as the quality of communication,
types of interaction, and sense of community play crucial roles in shaping student
engagement.
5. Importance of Interaction and Community: The article underscores that meaningful
interactions—whether learner-content, learner-instructor, or learner-learner—are
essential for fostering engagement. Additionally, creating a sense of community can
enhance emotional and social dimensions of engagement.
6. ACE Framework: The introduction of the Academic Communities of Engagement (ACE)
framework is a key argument, proposing that understanding different types of community
support can lead to better engagement strategies in online settings.
7. Call for Future Research: The authors highlight the need for further research that
integrates the dimensions of engagement with the unique characteristics of online
learning environments. This research is essential for developing effective practices that
can enhance learner engagement and improve educational outcomes.

These arguments collectively emphasize the importance of a holistic approach to understanding

and supporting online learner engagement in order to create effective online learning
experiences.

Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and
supportive practices. Educational Psychologist, 57(3), 162–177.
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8. The article titled "Investigating Factors Influencing Students' Engagement in Sustainable Online
Education" examines the elements that affect student participation in online education, particularly in the
context of the shift to virtual learning due to the COVID-19 pandemic. The study uses the Community of
Inquiry (CoI) framework, which includes cognitive, social, and teaching presence, to analyze how these
factors impact engagement.

Key findings from the study include:

1. **Quality of Course Content**: Identified as a significant cognitive predictor, with high-quality content
leading to increased student engagement.

2. **Social Presence**: The study highlights the importance of private spaces and the use of webcams,
which were found to enhance student engagement.

3. **Teaching Presence**: Factors such as interactive classrooms and prompt feedback from teachers
are critical in maintaining student engagement.

The research employs a mixed-methods approach, utilizing the CHAID (Chi-Squared Automatic
Interaction Detection) decision tree algorithm, to identify and analyze these factors. The study concludes
by emphasizing the importance of high-quality course material, interactive learning environments, and
supportive physical settings for optimizing student engagement in sustainable online education.
The article "Investigating Factors Influencing Students' Engagement in Sustainable Online Education"
identifies and analyzes key factors that influence student engagement in online education, especially in
the context of the COVID-19 pandemic. The research utilizes the Community of Inquiry (CoI) framework,
which includes cognitive presence, social presence, and teaching presence, to examine these factors.
Here are the main points and findings:

### Main Points:

1. **Community of Inquiry (CoI) Framework**: The study is based on the CoI framework, focusing on
three critical presences—cognitive, social, and teaching—to understand student engagement in online
education.

2. **Mixed-Methods Approach**: The research uses a combination of qualitative and quantitative

methods, including the CHAID (Chi-Squared Automatic Interaction Detection) decision tree algorithm, to
analyze data and identify key factors influencing engagement.

3. **Focus on Quality and Interaction**: The study places significant emphasis on the quality of course
content, social interaction among students, and the role of instructors in fostering an engaging learning
environment.

### Key Findings:

1. **Cognitive Presence**:
- **Quality of Course Content**: High-quality course content was found to be a major predictor of
cognitive engagement. Students are more likely to engage with well-structured, relevant, and informative
material.

2. **Social Presence**:
 - **Private Spaces and Webcam Use**: The availability of private spaces for learning and the use of
webcams during online sessions were identified as important factors in enhancing social presence,
leading to increased engagement.

3. **Teaching Presence**:
- **Interactive Classrooms and Prompt Feedback**: Teaching practices that include interactive
classrooms, where students can actively participate, and prompt feedback from instructors were crucial in
maintaining and enhancing student engagement.

### Conclusion:
The study concludes that to maximize student engagement in online education, it is essential to focus on
providing high-quality course content, fostering interactive and socially engaging learning environments,
and ensuring that students have access to supportive physical settings for learning. These factors
collectively contribute to a more sustainable and effective online education experience.

Lasekan, O. A., Pachava, V., Godoy Pena, M. T., Golla, S. K., & Raje, M. S. (2024). Investigating Factors
Influencing Students’ Engagement in Sustainable Online Education. Sustainability (2071-1050), 16(2),
689. https://doi-org.acu.idm.oclc.org/10.3390/su16020689
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9. The article titled "Understanding the Role of Teacher-Student Relationships in Students’ Online
Learning Engagement: Mediating Role of Academic Motivation" focuses on how teacher-student
relationships impact students' engagement in online learning, particularly in higher education in Pakistan.
Here’s a summary of the main points, key findings, and takeaways:

### Main Points:

1. **Teacher-Student Relationships**: The study emphasizes the importance of strong teacher-student
relationships in online learning environments. Positive relationships between teachers and students are
crucial for fostering student engagement and motivation.

2. **Academic Motivation**: The research explores the role of both intrinsic (internal interest) and extrinsic
(external rewards) motivation in mediating the relationship between teacher-student interactions and
student engagement in online learning activities.

3. **Self-Determination Theory (SDT)**: The study is framed within the Self-Determination Theory, which
highlights the psychological needs of autonomy, competence, and relatedness as key factors in student
motivation and engagement.

### Key Findings:

1. **Positive Correlation**: There is a significant positive correlation between positive teacher-student
relationships and students' engagement in online learning. This means that students are more likely to
participate actively in online learning when they feel supported and connected to their teachers.

2. **Mediating Role of Motivation**: Academic motivation, both intrinsic and extrinsic, plays a mediating
role in the relationship between teacher-student relationships and online learning engagement. Intrinsic
motivation, in particular, has the strongest mediating impact, suggesting that students who are internally
motivated are more likely to engage deeply in online learning.

3. **Importance of Communication and Support**: Effective communication, personalized feedback, and a

sense of belonging in the online learning environment are essential for fostering both student motivation
and engagement.

### Takeaways:
- **Enhanced Online Learning**: To improve online learning outcomes, educators should focus on
building positive relationships with students and integrating elements that enhance student motivation into
the course design.

- **Role of Motivation**: Understanding the types of motivation (intrinsic vs. extrinsic) that drive student
engagement can help in creating more effective online learning experiences. Intrinsic motivation should
be particularly encouraged to foster deeper engagement.

- **Practical Implications**: The findings suggest that educators need to prioritize strategies that
strengthen teacher-student relationships and support the development of students’ intrinsic motivation to
enhance their engagement in online learning.

This study provides valuable insights into the dynamics of online learning, highlighting the critical role of
teacher-student relationships and the complex interplay between motivation and engagement in virtual
education settings.
Akram, H., & Li, S. (2024). Understanding the Role of Teacher-Student Relationships in Students’ Online
Learning Engagement: Mediating Role of Academic Motivation. Perceptual & Motor Skills, 131(4), 1415–
1438. https://doi-org.acu.idm.oclc.org/10.1177/00315125241248709
https://search-ebscohost-com.acu.idm.oclc.org/login.aspx?
direct=true&AuthType=sso&db=s3h&AN=178804809&site=eds-live&scope=site&custid=s8479690
10. The article "Building Relationships and Increasing Engagement in the Virtual Classroom: Practical
Tools for the Online Instructor" by Jeffrey Martin focuses on the challenges and strategies for building
meaningful relationships between instructors and students in online education. Here are the main points,
key findings, and takeaways:

### Main Points:

1. **Challenges in Online Education**: Online education, while growing rapidly, presents unique
challenges compared to traditional face-to-face instruction, particularly in engaging students and building
meaningful relationships.

2. **Importance of Relationships**: The article emphasizes that building strong student-teacher

relationships is crucial for effective classroom management and student success. This holds true in both
traditional and online classrooms.

3. **Engagement Strategies**: The author discusses various strategies and tools that online instructors
can use to create a more engaging and personalized learning experience, which helps in building
relationships and increasing student satisfaction.

### Key Findings:

1. **Role of Technology**: Technological tools such as video content, screen recorders, and
videoconferencing software can bridge the gap between instructors and students, helping to create a
sense of presence and connection in the virtual classroom.

2. **Instructor Presence**: A lack of instructor presence is a common complaint among online students.
To counter this, instructors are encouraged to use personalized video content, share relevant personal
experiences, and take an active interest in their students' lives.

3. **Practical Strategies**: The article outlines practical strategies like creating video biographies, using
video tutorials for assignments, and sharing personal experiences to make online education more
engaging and effective.

### Takeaways:
1. **Relationship-Building is Key**: The success of an online course heavily depends on the relationships
between students and instructors. Building these relationships can lead to higher student engagement,
satisfaction, and overall success.

2. **Use of Technology**: Online instructors should leverage technology to create a more interactive and
personalized learning environment, which can help mitigate the feelings of isolation often experienced by
online students.

3. **Proactive Engagement**: Instructors need to be proactive in establishing a presence in the online

classroom, using strategies that foster a sense of community and connection with students.

The article provides a comprehensive overview of how online instructors can effectively manage their
classrooms by focusing on relationship-building and engagement strategies, crucial for the success of
online education.
Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom: Practical
Tools for the Online Instructor. Journal of Educators Online, 16(1), 1–8.
https://doi-org.acu.idm.oclc.org/10.9743/jeo.2019.16.1.9
https://search-ebscohost-com.acu.idm.oclc.org/login.aspx?
direct=true&AuthType=sso&db=eue&AN=136376395&site=eds-live&scope=site&custid=s8479690