Communication and Student Engagement in Online Learning​

Communication and Student Engagement in Online Learning​

Rita D'Aoust, RN, PhD, CNE, ACNP, APN-BC, APRN, FNAP, FAAN, FAANP Pamela Smith, EdD, RN, ANP

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Objectives

• Discuss the types of communication in an online learning environment
• Analyze teaching strategies to facilitate engagement and communication
• Evaluate strategies for synchronous and asynchronous communication and engagement

Communication

Fostering Connection and Engagement in Online Nursing Education

Practicing Netiquette: Setting the Tone for Online Learning

Types of Interaction Within An Online Course

Student to Student; Collaborative Groups

Student to Content

Student to Faculty; Faculty to Student

Nurse educator-to-Student Interactions

• Nurse educators decide how best to deliver course content along with the guidance of an instructional designer
• Nurse educators should not just download face-to-face course materials
• Graphics and animated images available online can be viewed over and over by students without going to the library

Effective student-nurse educator interaction is crucial for student success and engagement

Student-to-Nurse Educator Interactions

It involves various forms of communication and feedback mechanisms to foster a supportive and interactive learning experience

• Student to student interaction can take place in the main discussion area of an online course or in collaborative groups
• Opportunity for students to learn from each other

Student-to-Student interactions

Asynchronous & Synchranous Communication

Synchronous Communication

Asynchronous Communication

Occurs when live communication is happening at the same time and place with the nurse educators and students

Occurs at different times; there is no set time or day that students and a nurse educator need to communicate simultaneously

Group Collaboration

Accountability

Structure

Collaboration

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Many times, there is a group/team peer evaluation that can be filled out in addition to completing the group work

When student work in groups there needs to be guidelines for the group work

Creating teams is useful for the purpose of small group discussion, completion of group assignment, engagement in small group activities, and simulations

Tips for Communication and Engagement

• Develop a course policy for communication
• Approachability and tone
• Use analytics in the LMS

• Weekly announcements
• Audio or audiovisual overview in each module including the Start Here/Your Journey Starts Here module
• Offer synchronous and asynchronous communication

Student Comments

This course is exceptionally well done - the faculty showed concern for the students progress, made sure the material was completely understood by the students, provided excellent and timely feedback, and encouraged the students weekly. I liked that the faculty provided feedback on the voice threads and encouraged each student to use voice response instead of text. The voice threads and peer feedback also provided interaction between the students. The course project was spread out over the whole semester and did not leave any big assignments for the end, which was an ideal set-up. The faculty provided a personalized voice discussion at the beginning of each week to introduce the materials. Overall, this was one of my favorite courses- encouraging, engaging, prepared me for a future career as a nurse educator in any setting, well planned learning activities, and good use of various teaching/learning methods. I feel motivated, prepared, and encouraged to continue in a nursing education career.

References

• Billings, D. M., & Halstead, J.A. (2025). Teaching in nursing. A guide for faculty. (7th ed.). St. Louis, MO: Elsevier.
• Bonnell, W., Vogel-Smith, K., & Hober (2019). Teaching technologies in nursing and the health professions (2nd ed.). New York: New York, Springer Publishing.
• Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative
• analysis of various methods and student self-report instruments. In Handbook of research on
• student engagement (pp. 763-782). Springer.
• Learning Theories. (n.d.). Andragogy – Adult Learning Theory (Knowles). Retrieved from https://www.learning-theories.com/andragogy-adult-learning-theory-knowles.html
• Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of
• engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.
• Munangatire, T., Naidoo, J., & Mukamana, O. (2023). Learning engagement; nursing students'
• experiences in an online environment at a university. Nursing Open, 10(5), 2847-2856.
• O’Neil, C., Fisher, C., & Rietschel, M. (2020). Developing online learning environments in nursing education, (4th ed). New York, NY: Springer Publishing.
• Oermann, M.H. & Gaberson, K.B. (2017). Evaluation and testing in nursing education. New York, NY: Springer Publishing Co.
• Shea, V. (1994). Netiquette. San Francisco, CA: Albion Books.
• Yuan, J. & Kim, C. (2014). Guidelines for facilitating the development of
• learning communities in online courses. Journal of Computer Assisted Learning, 3(30), 220-232.