Engaging instructional design and instructor role in online learning environment

Abstract

Purpose

This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings.

Design/methodology/approach

This paper carries out a narrative literature review.

Findings

Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners.

Research limitations/implications

Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction.

Practical implications

This review offers strategies for improved online instructional design to achieve learning engagement.

Originality/value

This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

Citation

Arghode, V., Brieger, E. and Wang, J. (2018), "Engaging instructional design and instructor role in online learning environment", European Journal of Training and Development, Vol. 42 No. 7/8, pp. 366-380. https://doi.org/10.1108/EJTD-12-2017-0110