As higher education institutions struggled with switching to remote teaching due to the COVID19 pandemic, perhaps one of the most important lessons learned is that instructors need additional support to successfully engage students in remote classrooms. Moving courses from the classroom to online delivery radically alters all aspects of teaching and learning, making it easy for interactions to be lost in the transition. It is, therefore, imperative that instructors use elements of effective online teaching and synchronous classroom pedagogy to maintain student engagement. This paper uses the constructivist learning theory as a framework, especially as this theory is applied in a remote learning environment. It also looks at best practices from three points of view - that of the instructor, the student, and the instructional designer, with a focus on student engagement with the course content, the instructor, and other students.
Denning, C. B., Acar, S., Sharicz, C., & Foust, E. (2021). Reimagining Student Engagement in the Remote Classroom Environment. Pedagogy and the Human Sciences, 8 (1). Retrieved from https://scholarworks.merrimack.edu/phs/vol8/iss1/1
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Psychology Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons