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About This Episode
Could responding to every student actually be limiting meaningful engagement in your course?
Instructor presence is essential, but more interaction doesn't always lead to deeper learning. In this episode of Catalyzing Your Teaching and Scholarship, we explore how faculty can move beyond participation requirements and create opportunities for authentic student engagement.
Research Featured in This Episode
- Burke, R. A., Jirout, J. J., & Bell, B. A. (2025). Understanding cognitive engagement in virtual discussion boards. Active Learning in Higher Education, 26(1), 157–176. https://doi.org/10.1177/14697874241230991
- CAST. (2024). CAST Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
- Xie, J., & Correia, A.-P. (2024). The effects of instructor participation in asynchronous online discussions on student performance: A systematic review. British Journal of Educational Technology, 55(1), 71–89. https://doi.org/10.1111/bjet.13350