The Audience Effect On Curriculum Design and Student Engagement
Abstract: In online classes, faculty and curriculum designers worry about how to engage students in learning. According to Carini, Kuh and Klein (2006), student engagement in class activities and assignments is just one variable that needs to be considered for student success in any educational program. In addition, Abbott (2017) indicates that it is critical to engage students in interesting assignments that connect to their career goals or that the student can follow their interests in learning the material. Further supporting this, Pekrun and Linnenbrink-Garcia (2012) find epistemic linkages along with academic emotions such as mood, can affect engagement. However, does the classroom environment equate to the full engagement experience of a student? According to Webber, Krylow and Zhang (2013) the ability to engage with a school and all its resources can increase overall engagement for students in all aspects of their educational experiences. Ongoing research is being conducted about different variables of engagement. We propose that engagement may have a high-level definition, however, each assignment, each degree program, and each class has to define engagement for their specific circumstances and audience. Further, engagement is not a "one size fits all" proposition. This paper shares research that has been completed, as well ongoing research in engagement, to build a possible framework for the engagement conversation.