Presentation in February 2015 to a group of Indonesian academic staff from several universities who were developing the country's first MOOCs.

1. Student
Engagement
dalam
Pembelajaran Daring
Zoraini
Wati
Abas,
EdD
Center
for
Learning,
Teaching
and
Curriculum
Development
Sampoerna
University,
Jakarta
Email:
zoraini.abas@sampoernauniversity.ac.id

2. My
Learning
and
Teaching
Journey
2
1975
-­‐
1985
• BS
(Biology)
• MSEd
(Instr
Tech)
• EdD
(Instr
Tech)
1985
-­‐
1987
• MARA
/
MRSM
1987-­‐1997
• Universiti
Malaya
1997-­‐1998
• Tenggara
Capital
Bhd
1998
-­‐2003
• Internatio
nal
Medical
Universit
y
2004
-­‐2012
• Open
Universit
y
Malaysia
2013
-­‐
• Sampoerna
University
26-­‐28
Februari
2015
Zoraini
Wati
Abas

3. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
3
https://www.polleverywhere.com/zorainiabas656

4. 4
Seminar
L&T
in
the
21st
Century-­‐Zoraini
Wati
Abas
24-­‐26
10
2014

5. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
5
https://www.pinterest.com/zoraini/21st-­‐century-­‐learning-­‐teaching/

6. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
6
slideshare.net/zoraini

7. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
7

8. 8
Education is what survives
when what has been
learned has been forgotten.
-­‐
B.
F.
Skinner
26-­‐28
Febru
ari
Zoraini
Wati
Abas

9. Every truth has four
corners: As a teacher I
give you one corner,
and it is for you to find
the other three.
- Confucius
Source:http://www.logoi.com/pastimages/confucius.html
9
26-­‐28
Febru
ari
Zoraini
Wati
Abas

10. 10
26-­‐28
Febru
ari
Zoraini
Wati
Abas

11. Outline
26-­‐28
Februari
2015
Zoraini
Wati
Abas
11
Introduction
Student
Engagement
Online
Learning/Courses
MOOCs
Learning
Design
Q&A
Summary
and
Conclusion

12. 1890
2010
120 years
apart
12
26-­‐28
Februari
2015
Zoraini
Wati
Abas

13. Did
you
know
2014
7:37
13
Zoraini
Wati
Abas

14. Internet
Milestones
14
26-­‐28
Febru
ari
Zoraini
Wati
Abas

15. Learning
Evolution
The
Arpanet
1969
Internet
Web
2.0
Web
3.0
Communica/on
Consump/on
Crea/on,
Collabora/on
and
Sharing
Social
Learning
15
26-­‐28
Febru
ari
Zoraini
Wati
Abas

16. Student Engagement
26-­‐28
Februari
2015
Zoraini
Wati
Abas
16

17. Student
Engagement
How
do
we
know
whether
students
are
engaged
in
their
course?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
17

18. Student
Engagement
Is
it
important?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
18

19. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
Student
Engagement
Enjoyable
Learning
Experience
Motivating
Stimulating
Course
Completion
(Good
Grades)
Program
Completion
(Good
Results)
19

20. Student Engagement
Literature
Review
26-­‐28
Februari
2015
Zoraini
Wati
Abas
20

21. Student
Engagement
• Appleton,
Christenson
and
Furlong
(2008)
explains
that
engagement
has
two
or
three
components
such
as
positive
conduct,
effort
and
participation.
• Chen,
Gonyea
and
Kuh
(2008)
defines
engagement
as
the
degree
to
which
learners
are
involved
with
their
educational
activities
and
that
engagement
is
positively
linked
to
desired
outcomes,
high
grades,
student
satisfaction,
and
perseverance.
What
does
it
mean?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
21

22. Student
Engagement
• Providing
a
learning-­‐
centered
approach
(Hunt
&
Chalmers,
2012)
• The
facilitator
needs
to
provide
effective
facilitation
of
learning
through
new
or
innovative
ways.
• Social
constructivist
approach
works
best
–
collaboration
between
learners
in
a
learning
environment.
Use
of
Web
2.0
tools
What
does
it
mean?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
22

23. Student
Engagement
• Beer,
Clark
&
Jones
(2010).
Student
engagement
is
linked
to
undergraduate
academic
achievement,
student
attribution,
student
retention,
student
motivation
and
institutional
success.
• Trowler
(2010),
“when
learners
are
engaged…
they
are
shaping
and
leading
their
own
learning
and
education.”
Why
is
it
important?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
23

24. Student
Engagement
• Kuh
(2003).
“Student
engagement
holds
the
magic
wand
making
it
possible
for
students
to
succeed
and
develop
their
potential.”
• Duffy,
Korkmas,
Dennis,
et
al
(2005),
“students
who
are
more
engaged
learn
more”
Why
is
it
important?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
24

25. Student
Engagement
• Ruey
(2010),
“when
learners
feel
involved
and
engaged
in
the
course,
they
perform
well
and
the
desired
learning
objectives
are
achieved.
• Coates
(2005),
“student
engagement
is
directly
or
indirectly
related
to
improvement
in
student
learning.”
Why
is
it
important?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
25

26. Benefits
• Greater
sense
of
ownership
over
their
learning
• Increased
motivation
• Improved
self-­‐esteem
• Greater
achievement
• Improved
relationship
with
peers
and
educators
26-­‐28
Februari
2015
Zoraini
Wati
Abas
26

27. Student Engagement
Course
Design
Student
Feedback
(Impact)
Framework
26-­‐28
Februari
2015
Zoraini
Wati
Abas
27

28. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
28

29. Case
Study
100
pct
Online
Postgraduate
Course
• Course
Design
• Environment
to
support
social
constructivist
learning
• Activities
to
support
student
engagement
• Impact
on
student
engagement
• Student
feedback
• What
it
means
to
be
engaged
• Indicators
of
student
engagement
26-­‐28
Februari
2015
Zoraini
Wati
Abas
29

30. How do we engage
students in an
online course?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
30

31. Trends
26-­‐28
Februari
2015
Zoraini
Wati
Abas
Welcome
to
higher
education
circa
2012,
where
on
many
campuses,
the
stale,
passive
lecture
model
is
being
replaced
by
a
more
dynamic
way
of
teaching
and
learning—one
in
which
students
and
instructors
collaborate
in
a
give-­‐and-­‐
take
fashion
to
“make
meaning
together,”
-­‐
Tony
O’Driscoll,
a
professor
of
business
administration
at
Duke.
Source:
http://www.ecampusnews.com/top-­‐news/how-­‐
collaborative-­‐learning-­‐is-­‐transforming-­‐higher-­‐education/
31

32. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
32

33. Collaborative
Learning
Platform
HMID
6303
• http://hmid6303.ning.com
HMLT
5203
• http://hmlt5203.ning.com
26-­‐28
Februari
2015
Zoraini
Wati
Abas
33

34. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
Student
Engagement
using
Web
2.0
Tools
(Social
Media)
34

35. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
35
Source:
http://on.j.me/1DZFIN5

36. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
36

37. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
37

38. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
38

39. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
39

40. file://localhost/Users/zorainiwatiabas/Desktop/MOE
SEMINAR/21st.
Learning_videos/Peter
Norvig_
The
100,000-­‐student
classroom.mp4
The
100,000
student
classroom
Peter
Norvig
https://www.ai-­‐class.com/
40
Zoraini
Wati
Abas

41. MOOCs
Source:https://www.clarity-innovations.com/sites/default/files/moocs-learning-rf.png
41
Zoraini
Wati
Abas

42. Eight
of
the
thirteen
MOOCs
offered
by
Taylorʼ’s
University
https://www.openlearning.com/search/?q=taylor%27s&course=
42
Zoraini
Wati
Abas

43. The
first
four
MOOCs
offered
by
Malaysian
public
universities
https://www.openlearning.com/malaysiamoocs
43
Zoraini
Wati
Abas

44. Indonesia
MOOCs
being
offered
at
Universitas
Terbuka
http://moocs.ut.ac.id/
44
Zoraini
Wati
Abas

45. The
list
of
higher
education
institutions
offering
MOOCs
in
Indonesia
at
the
Ministry
of
Education
and
Culture
portal
http://pditt.belajar.kemdikbud.go.id/mod/page/view.php?id=3854
45
Zoraini
Wati
Abas

47. 26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
47

48. 26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
48

49. 26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
49

50.
26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
50

51. 26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
51

52. 26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
52

53. 26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
53

54. 26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
54

55. Whatwouldbeengagingforme!
asanonlinestudent?
26-­‐28
Februari
2015
Fauziyah
(Qash)
Aris
55

56. Framework
for
Student
Engagement
Social
Constructivist
Learning
Application
of
COL
model
• Teacher
Presence
• Cognitive
Presence
• Social
Presence
Creation
of
a
learner-­‐friendly
environment
Provision
of
relevant
and
meaningful
learning
opportunities
26-­‐28
Februari
2015
Zoraini
Wati
Abas
56

57. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
Community
of
Inquiry
(COI)
Model
of
Engagement
Garrison,
Anderson
&
Archer
(2000)
57

58. “Teacher
Presence”
26-­‐28
Februari
2015
Zoraini
Wati
Abas
58
https://www.youtube.com/watch?v=DvJuzE-­‐g7OM

59. Guidelines
26-­‐28
Februari
2015
Zoraini
Wati
Abas
59

60. Findings and
Discussions
Views
of
being
engaged
in
learning
indicators
of
student
engagement
26-­‐28
Februari
2015
Zoraini
Wati
Abas

61. Questions
to
obtain
students’
feedback
• What
does
“to
be
engaged
in
learning”
mean?
• What
are
three
factors
that
will
encourage
or
show
evidence
that
the
learners
are
engaged?
26-­‐28
Februari
2015
Zoraini
Wati
Abas
61

62. Views
of
being
“engaged
in
learning”
• “To
be
engaged
in
learning
means
to
be
self
motivated
to
learn.”
• “Learning
engagement
refers
to
a
situation
where
the
instructor
encourages
learners
to
take
an
active
role
in
their
own
learning
by
giving
them
practical
tasks
that
will
promote
information
processing
and
understanding
of
concepts.”
• “I
think
that
this
means
for
the
learner
to
be
actively
involved
in
all
learning
activities
through
interacting
with
instructor,
peers,
web,
learning
material.”
• “It
also
means
that
the
tasks
must
be
able
to
maintain
the
students
interests
and
so
must
include
tasks
designed
to
challenge
the
student’s
problem
solving
abilities,
reasoning,
evaluation
skills
and
other
cognitive
abilities.”
• “Learning
engagement
involves
learners
in
authentic
tasks
to
involve
problems
solving.”
26-­‐28
Februari
2015
Zoraini
Wati
Abas
62

63. Emerging
Themes
–
Student
Engagement
• self-­‐motivation
• encouragement
from
the
instructor
• active
role/involvement
in
learning
• practical
tasks,
helping
students
to
learn,
• involvement
with
instructor,
peers,
• Web
and
learning
materials
• Authentic
and
meaningful
tasks
to
maintain
student
interest
where
student’s
problem
solving
abilities,
reasoning,
evaluation
skills
and
other
cognitive
abilities
are
suitable
challenging.
26-­‐28
Februari
2015
Zoraini
Wati
Abas
63

64. Indicators
(evidence)
of
Student
Engagement
• The
learner
interacts
with
the
content
and
discovers
concepts
and
principles
to
apply
• The
learner
takes
responsibility
for
learning
and
collaborates
with
other
learners
• Actively
participating
and
enthusiastic
in
the
lesson
discussions,
and
posts,
that
is
students
respond
in
a
timely
manner
• Completing
the
assignments
• Submitting
assignments
on
time
• Completing
the
course
online
• Obtaining
good
grades
for
the
course
• Motivating
others
in
class
• Getting
involved
in
class
discussions
• Doing
self-­‐learning
where
needed
in
order
to
understand
the
subject
matter
even
more
26-­‐28
Februari
2015
Zoraini
Wati
Abas
64

65. Factors
to
foster
when
designing
for
student
engagement
Social
Constructivist
Learning
Application
of
COL
model
• Teacher
Presence
• Cognitive
Presence
• Social
Presence
Creation
of
a
learner-­‐friendly
environment
Provision
of
relevant
and
meaningful
learning
opportunities
26-­‐28
Februari
2015
Zoraini
Wati
Abas
65

66. Supporting
Social
Constructivist
Learning
26-­‐28
Februari
2015
Zoraini
Wati
Abas
Description
Steps
Taken
Evidence
Design
of
learning
within
a
social
context
where
social
interactions
in
forums
and
other
online
activities
are
predominant
learning
events
Creation
of:
-­‐Forums
&
-­‐Online
group
activities
Learners
are
connected
with
each
other
as
they
discussed
and
interacted
with
each
other
online
66

67. Engaging
Students
in
Forums
(Applying
the
COI
Model
for
Student
Engagement)
26-­‐28
Februari
2015
Zoraini
Wati
Abas
Description
Steps
Taken
Evidence
Ensuring
teaching
presence
(interaction
with
course
facilitator)
Facilitator
visited
and
posted
comments,
issues
for
discussion,
encouraging
remarks,
reminders,
instructions
or
provided
motivation
to
students.
The
facilitator
provided
learning
guidance,
for
example,
in
the
forum
on
assignments.
Generally,
forums
provided
issues
for
discussion
(20
percent
of
the
course
marks)
There
were
eight
(8)
discussion
forums
with
active
interaction.
67

68. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
Description
Steps
Taken
Evidence
Ensuring
cognitive
presence
Careful
selection
of
resources
to
be
viewed
or
read
individually
and
then
discussed.
Discussions
were
made
relevant
and
meaningful
Students
were
allowed
freedom
of
expression
during
online
discussions.
Students
were
seen
to
combine
their
new
learning
with
previous
knowledge
and
experience.
68

69. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
Description
Steps
Taken
Evidence
Ensuring
social
presence
Creation
of
a
pleasant,
safe,
secure
and
respectful
environment
where
ideas
were
shared
and
differing
opinions
were
shared
and
discussed.
The
facilitator
ensured
a
positive
atmosphere
to
support
online
interactions.
Everyone
was
courteous
and
respectful
to
each
other.
69

70. Creating
a
learner-­‐friendly
environment
26-­‐28
Februari
2015
Zoraini
Wati
Abas
Description
Steps
Taken
Evidence
Selecting
a
platform
with
a
learner-­‐friendly
interface
and
supportive
of
online
group
interactions.
Selection
of
a
social
web
site,
Ning,
popular
because
of
its
friendly
interface
and
easy
navigability
that
supports
learning
via
group
interactions
and
collaborative
activities.
Ning
supports:
forum
discussions,
chats,
RSS
feeds,
embedding
of
videos,
and
the
like.
Learners
were
encouraged
to
upload
their
photos
to
increase
the
human
element
Learners
were
seen
to
be
online
more
often
compared
to
when
using
other
platforms.
70

71. Providing
relevant
&
meaningful
learning
opportunities
26-­‐28
Februari
2015
Zoraini
Wati
Abas
Description
Steps
Taken
Evidence
Designing
(a)
relevant
and
meaningful
learning
tasks,
and
(b)
provision
of
learning
activities
using
meaningful
learning
resources.
Students
were
required
to
read/view,
analyze,
give
feedback
and
opinions
in
relation
to
his/her
personal
or
work
experience.
Learners
were
assessed
based
on
two
assignments
and
forum
participation:
• a
report
on
current
trends
and
issues,
based
on
readings
and
discussions
to
demonstrate
understanding
of
the
trends
and
issues
in
instructional
technology
• a
paper
based
on
learning
technologies
in
the
open
world
with
the
development
of
a
demonstrator
application
of
the
selected
learning
technology(ies)
• Forum
discussions
were
also
evaluated
and
comprised
20
percent
of
the
course
marks.
Students
were
actively
posting
based
on
their
reading
of
the
textbook,
The
World
is
Open,
other
readings
and
selected
videos.
Students
reported
that
the
book
was
not
only
informative
but
also
interesting
to
read.
71

72. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
Teaching
of
Content
Gaining
of
Knowledge,
Understanding,
Skill
and
Experience
72

73. 26-­‐28
Februari
2015
Zoraini
Wati
Abas
Engaging
Students
in
Using
Content
in
Problem
Solving/
Challenging
Situations
• Personalizing
Learning
• Meaningful
Learning
Gaining
Knowledge,
Understanding,
Skill
and
Experience
73

74. What
can
we
conclude?
• Despite
very
few
learners,
they
were
actively
engaged
during
course,
the
online
discussions
with
the
facilitator
and
peers,
as
well
as
involved
with
the
learning
tasks
and
the
course
assignments.
• All
learners
submitted
their
assignments
and
completed
the
course
successfully.
• Factors
supporting
student
engagement
• COI
engagement
model
for
online
discussions,
• Learner-­‐friendly
online
environment
• Relevant
and
meaningful
learning
materials
and
activities
Design
of
an
online
learning
environment
via
a
Web
2.0
platform
that
supports
social
constructivist
learning
which
in
turn
provides
a
learning-­‐centered/
student-­‐centered
approach
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2015
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75. 26-­‐28
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2015
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http://youtu.be/DvJuzE-­‐g7OM
Source:
http://go.nmc.org/2015-­‐hied

76. 26-­‐28
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2015
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77. 26-­‐28
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2015
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78. Summary &
Conclusion
26-­‐28
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2015
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79. Slideshare:
zoraini
Twitter:
zorainiwatiabas
Facebook:
http://www.facebook.com/zoraini
Pinterest:
http://pinterest.com/zoraini
Email:
zoraini.abas@sampoernauniversity.ac.id
zoraini.abas@gmail.com
26-­‐28
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2015
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