Running head: STRATEGIES TO PROMOTE ENGAGEMENT 1

Action Research Study Proposal

Strategies to Promote Student Engagement in Remote Learning Environments

Farrah J. Jean

Rebekah J. Jenkins

St. Thomas University

STRATEGIES TO PROMOTE ENGAGEMENT 2

Abstract

The goal of this action research study is to examine the impact of student motivation on

remote learning and intrinsic motivation effects on student achievement. As remote learning

becomes a necessity rather than a choice, students who normally thrive in a face-to-face

learning environment are lacking motivation to engage in online learning. By exploring past

research and collaborative studies analyzing strategies to promote engagement, instructors are

able to implement practices that provide increased motivation, ultimately resulting in student

success. Feelings of isolation, unresponsive instructors, and poorly planned content can

decrease student motivation. By adding purposeful content and multiple opportunities to

collaborate not only with peers, but also with instructors can prompt those students who tend

to ‘lurk’ in the background to step out into the forefront and put forth effort, thus resulting in

engagement and success.

Keywords : student, motivation, instructional, technology. impact, remote, learning

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Introduction

Motivation can be defined as an internal state that arouses, directs, and maintains

behavior (Woolfolk,2013). Intrinsic motivation is motivation associated with activities that are

their own reward. While student motivation is affected by autonomy, competence,

relatedness, and relevance, understanding how it impacts students at all grade levels in the K-

12 setting as well as its overall effect on student academic success during remote learning.

Achievement motivation is not a single construct but rather subsets of a variety of different

constructs like ability self-concepts, task values, goals, and achievement motives.

Motivation is a vast and complicated subject encompassing many theories. Since,

learning in the k-12 setting is also a social environment, when we consider the social cognitive

theories of motivation, there are many explanations characterized as expectancy x value

theories. The inherent meaning of this formula contends motivation is seen as a product of two

main forces: the student’s expectation of reaching a goal and the value of that goal to him or

her.

Tied to intrinsic interest is attainment. Attainment value refers to the importance of

doing well on a task. Tasks are perceived important when they reflect the important aspects of

one’s self. Utility value is the perception that a task will be useful for meeting future goals

(Wigfield & Eccles, 2000). Hence if students believe they are able to complete the task and find

value in their learning they are more willing to not only complete the task but also put more

energy, effort and perseverance when the task is challenging.

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At the inception of the Covid-19 Pandemic in the United States and all over the world, many

students had to transition from the traditional brick and mortar learning setting to distance

learning. While distance learning is not a novel concept in the K-12 setting, this national move

to distance learning was unprecedented. Prior to becoming the number one mode of learning

in the spring of 2020, most school districts offered virtual or remote learning mostly as an

option for students who preferred to be homeschooled or for students who presented

exceptionalities who could not be addressed in the traditional setting i.e. hospital homebound,

extreme anxiety.

The goal of this action research study is to gather evidenced based literature that would

shed light on the impact of student intrinsic motivation on their academic success as well as

provide guidance and tools to create more engaging learning experiences for distance learning

regardless of grade level (Sagor,2020). This actionable study may also prompt dynamic

collaboration and innovation to the field of instructional design to create more efficient

learning management systems and provide equitable access for all students (English language

learners, students with varying exceptionalities, low socio-economic status) (West,nd).

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Literature Review.

Remote learning has been around since the 1890’s, when the first “correspondence”

class was offered through snail mail with the University of Chicago. With the advancement of

technology over recent decades, virtual learning and instruction has become incredibly popular.

Remote learning can come in a variety of forms including but not limited to web based, online,

blended, mobile, and e-learning (Bagriacik Yilmaz & Barnyard, 2020). Unfortunately, when

some students are not under direct supervision of a teacher, as in a traditional classroom

setting, engagement and motivation can suffer.

As educators find themselves in positions to teach remotely, with little training or

preparation, it is important to be aware of strategies that encourage engagement and

motivation which ultimately leads to student success. To avoid the sense of isolation when

learning online, teachers need to build activities that can enhance engagement and a feeling of

community (Martin & Bolliger, 2018). Web-based applications, such as Google applications or

audio and video technology help to improve engagement and interaction between peers as well

as instructors, which ultimately leads to enhanced motivation to learn (Gray & DiLorento, 2016

and Martin & Bolliger, 2018). Along with encouraged interaction between peers, instructors

who have strong technological skills, and develop logically organized, user-friendly lessons with

detailed objectives are more likely to see an increase of engagement and motivation among

students (Gray & DiLorento, 2016).

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With the recent increase of online learning models, research is rapidly emerging. As

researchers compare three categories of online learning, learner-to-instructor, learner-to-

learner, and learner-to-content, qualities of each type of category are found most important to

the learner. In a study of 155 students, learner-to-instructor engagement is most valued by the

learner (Martin & Bolliger, 2018). Students value the rapport between themselves and the

instructor. An approachable instructor who offers many opportunities for interaction and

encourages collaboration, along with detailed rubrics and regular announcements aids in the

success for the learners (Martin & Bolliger, 2018 and Gray & DiLorento, 2016).

Encouraged collaboration also bodes well in the learner-to-learner category as well. In

online education, “lurkers” are those silent learners who may read or observe and are difficult

to track (Honeychurch et al., 2017). Honeychurch and coauthors suggest that lurkers can be

drawn into more active participation and positive engagement if their classmates are seen

participating in online discussions and collaborations, thus changing them from passive to

active participants. In cases where interpersonal interactions are heavily available for students

to engage, research shows there is a positive correlation with grades earned--low interaction

courses earned nearly one letter grade lower than students in high interaction courses (Gray &

DiLorento, 2016). Students who participate consistently with their peers get more satisfaction

from their online learning experience.

The final category, learner-to-content, suggests that when instructors spend time

planning content that encourages engagement, such as real-world projects, students were

more apt to be an active participant ( Martin & Bolliger, 2018). These types of projects are well

received by students because it makes the content come alive, especially when paired with
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giving the students the flexibility to choose a project that personalizes the learning in a way that

is more meaningful to them (Gray & DiLorento, 2016).

Research has also been done comparing a traditional classroom model and a flipped

classroom model. For example, Carl Wieman compared a flipped method with a traditional one

for a physics course and found the flipped group achieved twice as much (Robyler, 2016). Some

studies showed an improvement in attitude without increased achievement, and a college

economics course showed equal achievement from both flipped and traditional (Robyler, 2016).

As with any model or online category of learning, the success factor is dependent upon and

correlated to the motivation and engagement of the learner, and therefore it is important for

educators to make a continued effort to understand the student engagement strategies in

distance education.

John Keller’s ARCS Model of Motivation forms the framework for this action research.

The ARCS model, which includes the components of attention, relevance, confidence, and

satisfaction, can easily be applied to distant or remote learning. Distant and remote learning

combined with an asynchronous factor makes grabbing and sustaining the attention of the

learner more of a challenge. Where an instructor may use movement or visual attention

grabbers in the classroom, an online learning attention getter may be a video or graphics. These

types of perceptual arousal can be hit or miss, based on the student perception. Inquiry arousal

could be used instead, which addresses thinking challenges or curiosity in order to grab and

sustain the attention of the learners (Millman & Wesmiller, 2016). The attention component of

the ARCS model is useful in lecture, assignments, and discussion components of online learning.
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Relevance is equally as important as attention, and should be applied to the lecture,

discussion, and activity components of a distance or online learning lesson. Making the lesson

relevant answers the burning question students want to know, which is “where this is going?”

or “why do I need to learn this?”( Honeychurch, et al., 2017). The teacher can aid in this

component by creating meaningful activities that have purpose (Bagriack Yilmaz & Banyard,

2020). Not only should the lecture, discussion, and activities be meaningful and have purpose,

but students should be given the ability to have some choices in their learning. By providing

students with choices and flexibility to create a more personalized learning experience, not only

will they remain more engaged, but the motivation increases because the activity or material is

relevant to what they have chosen as important to them (Gray & DiLorento, 2016). This is

further backed by the Engagement Theory. The Engagement Theory is a conceptual framework

for technology-based learning and teaching, which emphasizes that in order to increase

engagement, meaningful interaction and worthwhile tasks are essential (Bagriacik Yilmaz &

Barnyard, 2020).

In the ARCS model, the Confidence component is very reliant on teacher feedback.

Because there isn’t an opportunity for students to ask immediate questions upon reviewing

returned assignments, teachers should use the strategy that more is better. More detail in

feedback can come in the form of comments and notes for the students to read. The more

feedback that can be given during the grading of assignments and assessments, the better the

student will feel about their accomplishments, thus instilling confidence which leads to future

motivation to complete more high-quality work (Ray, 2020). Student engagement is directly

related to attitude, personality, motivation, effort and self-confidence (Gray & DiLorento, 2016).
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Finally, the Satisfaction factor in online learning is directly related to the learners level of

motivation. Educators should use strategies to promote satisfaction such as praise and rewards

(Pappas, 2018). These types of rewards can be intrinsic or extrinsic. If learners feel proud of

what they have accomplished, and feel as if they did not waste time or energy in the process,

the students will feel satisfied (Pappas, 2018). Students can and should feel satisfied with their

work on the assessments, as well as their final grades.

The literature reviewed in order to gain a foundation of knowledge to further pursue

the strategies used to engage learners, and increase their motivation were similar in their

findings. Teachers need to be diligent in preparing relevant lessons that encourage participation

and collaboration among classmates. Detailed feedback can also aid in increased motivation

and engagement. By incorporating the strategies, gathering data, reflecting, and collaborating

with colleagues will lead to further advancement and focus in further action to increase student

engagement and motivation.

Methodology

As we enter the observing phase of this action research plan, it is important we select a

method of data collection that will yield reliable and quality data for data analysis. For this

action research project, we will discuss the methodology, research design, the way data will be

collected and analyzed. Qualitative research is most likely to describe qualities or

characteristics. It is collected using questionnaires, interviews, or observation, and frequently

appears in narrative form (Bernard & Ryan,2016). 

In a recently published article highlighting the benefits of using open ended surveys in a

qualitative study, Allen asserts the use of open-ended questions in qualitative studies allows
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researchers to take an all-inclusive and comprehensive look at the issues being studied. Open-

ended responses when gathered, properly categorized, and analyzed provides researchers with

more options and opinions, giving the data more diversity than with a closed-question or

forced-choice survey measure. (Allen,2017)

For the purpose of this study, the study team opted to used open ended questions

versus closed. In doing so the team stands to reap four main advantages: the respondents are

less likely to forget their answers and be more candid and forward about their opinions and

beliefs of adapting to remote learning and how it affected their motivation to complete

assigned tasks. The use of open- ended questions also allow for participants of the sample to

provide more information and as can expand on their feelings and attitudes about the research

topic which in turn will provide more insight to researchers. All in all, this process creates a

data collection and analysis process that is in turn more reliable and valid for the purpose of

this action research plan.

In a similar study considering the use of qualitative data and the integration of the

Kirkpatrick framework for evaluation, Ulum contends the information obtained via qualitative

data collection methods can be used to test existing ideas or predictions, learn about your

customers, measure general trends, and make important changes. He further highlights his

point to justify the use of the Kirkpatrick model as an evaluative tool once reliable data has

been obtained to establish a relationship between impact student motivation and remote

learning. (Ulum,2015).

Previous research cites self-directed learning and lifelong learning are closely related

concepts. Self-reflection is an intrinsic element of lifelong learning and leads to a better

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understanding of one's own strengths and weaknesses, abilities, and limits. Self-directed

learners exhibit many common and measurable characteristics. Intrinsic motivation, the ability

to select personal goals, self-discipline, the ability to self-assess, and metacognitive skills are

key characteristics of self-directed learners (King, 2015). Supporting research asserts that self-

directed learners initiate their own learning by finding out what they need to learn and how, by

planning and monitoring their learning using various resources, and maintain their learning by

recording it and working with peers and mentors (Rogers (2015). Intrinsic motivation may also

be impacted by the student’s immediate environment, society, culture, and educational

institutions may support or impede the key characteristics of the self- motivated and

autonomous learner.

While the inception of distance learning dates to 1892 and started at the University of

Chicago, remote learning is certainly not a new phenomenon (Crotty,2014). However, in light of

how students in K-12 setting traditionally receive instruction unless they have elected for

virtual learning or home schooling options, the Covid-19 pandemic forced traditional brick and

mortar primary and secondary institutions to deliver instruction remotely through online

platforms such as Google Classroom, Canvas, Blackboard and Schoology to name a few. As such,

we can conclude the transition from the traditional education system mode of delivery to

various online platforms can be considered a world-wide phenomenon as it this was a first for

all districts and schools in the United stated in March of 2020 and across of the world. With

that said, it is suitable to use phenomenology as the major research design for this action

research plan study. Phenomenology as defined by Husserl and Heidegger, founders of this

research design type, is the study to understand the perceptions and understandings of a
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particular event and its impact on those who experienced it (Crowell, 2013). Hence, how

student motivation impacted task completion in a remote learning setting.

For this project, we will use a sample group of 120 students from 6, 7 th and 8th grade of

out a population of 375 middle school student population who opted to learn online. This part

of the action plan consists of a ten-question survey to be taken by sample students and their

parents via Survey Monkey inquiring about their remote learning experience, pros and cons and

how the school and teachers can enhance their online learning experience. It will also include

teacher observations and progress monitoring using a student progress checklist as well as data

gathered from the first quarter progress report and end of first semester report cards.

Data Analysis Procedures

Qualitative Data consist of words and observations, not numbers. As with all data,

analysis and interpretation are required to bring order and understanding. This requires

creativity, discipline and a systematic approach (Mountain,2020). In order to efficiently analyze

the data, the research team will need to create an open-ended analysis template using Excel or

Google sheet Once the data collected, it is imperative the following procedure be followed

(Bernard &Ryan,2016). 1) Research team will need to review the surveys to get a sense of the

responses. 2)Map out general categories to group responses namely positive opinions, negative

opinions and neutral opinions. 3)Depending on the amount of data generated by the surveys,

there might be a need to create sub-categories. This would be applicable in the case where an

answer or survey did not fall into any of the above mentioned categories. 4)In order to improve

data validity and reliability, the research should review responses and make sure they are

properly categorized. Furthermore, since open ended question surveys may also generate
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responses that may cover more than one category it is important to keep in mind that the

percentage in each category may not add up to hundred percent.5) Once the data has been

analyzed, it will need to be presented visually using a software of choice as well i.e. Tableau or

Excel Pivot table or graph ( Grenier,2018)

Conclusion

Regardless of the COVID pandemic, schools have been moving towards more technology

heavy educational practices at a rapid pace. Prior to the mandatory remote learning

implementation, educators have experimented with flipped and blended learning models,

which involve a student-centered learning approach. Full virtual learning has also been a part of

the educational system for decades, however it isn’t until recently that students who would not

normally choose this form of education were forced into making it work. This brought to the

immediate forefront the engagement, or lack thereof, of all remote learners. Implementing

strategies to promote student motivation during remote learning will increase success.

Fortunately, literature highlighting remote and virtual learning strategies that promote

engagement is readily available in order to build a base of knowledge prior to planning the data

collection and analysis. As an effective action researcher, it is important to take what previous

researchers have uncovered and apply the findings to future action or changes. The appeal of

increasing student motivation, which ultimately leads to student success, proves to be a win-

win for the school, teacher, student, and parent. Attitude, personality, self-confidence,

motivation, and effort is directly related to student engagement (Gray & DiLorento, 2016). John

Keller’s ARCS Model of Motivation should be used as a framework for possible strategies.

Attention, Relevance, Confidence, and Satisfaction are able to fit each component of learning
STRATEGIES TO PROMOTE ENGAGEMENT 14

through instructional technology (Ray, 2020) . As outlined in the eight studies mentioned in the

literature review, findings which support engagement have been already uncovered and can be

easily adapted to meet current students’ needs.

Choosing strategies and research design for further data collection and analysis

purposes should be mapped out and organized prior to the initiation of the action research. By

using a mixed method of data collection, the action researcher is left with justification from

different angles, supporting or disproving the changes and strategies analyzed. By using a

nonexperimental design, the researcher can focus on the impact of the changes on individual

students before and after strategy implementation. Introducing the quantitative data, gathered

through assessments and report card grades can offer a deductive hypothesis testing to

validate the improvements. Gathering valid and reliable data

Upon the completion of the data collection and analysis, the action research should be

presented to colleagues and other educational staff in order to further benefit from the

findings. The research may also wish to be published in order to help educators in all parts of

the world and possibly gain additional perspectives leading to the future uncovery of additional

strategies. As remote learning continues, so will the need and desire to uncover more strategies

in order to promote motivation and increase success in students.

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